To see the other types of publications on this topic, follow the link: Refined Received Pronunciation, Received Pronunciation.
Journal articles on the topic 'Refined Received Pronunciation, Received Pronunciation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Refined Received Pronunciation, Received Pronunciation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
De Simone, Elisabetta, Elisabeth Beyersmann, Claudio Mulatti, Jonathan Mirault, and Xenia Schmalz. "Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy." PLOS ONE 16, no. 5 (May 19, 2021): e0251629. http://dx.doi.org/10.1371/journal.pone.0251629.
Full textAbstract:
In this work we propose the use of Entropy to measure variability in pronunciations in pseudowords reading aloud: pseudowords where participants give many different pronunciations receive higher Entropy values. Monolingual adults, monolingual children, and bilingual children proficient in different European languages varying in orthographic depth were tested. We predicted that Entropy values will increase with increasing orthographic depth. Moreover, higher Entropy was expected for younger than older children, as reading experience improves the knowledge of grapheme-phoneme correspondences (GPCs). We also tested if interference from a second language would lead to higher Entropy. Results show that orthographic depth affects Entropy, but only when the items are not strictly matched across languages. We also found that Entropy decreases across age, suggesting that GPC knowledge becomes refined throughout grades 2-4. We found no differences between bilingual and monolingual children. Our results indicate that item characteristics play a fundamental role in pseudoword pronunciation variability, that reading experience is associated with reduced variability in responses, and that in bilinguals’ knowledge of a second orthography does not seem to interfere with pseudoword reading aloud.
2
Roach, Peter. "British English: Received Pronunciation." Journal of the International Phonetic Association 34, no. 2 (December 2004): 239–45. http://dx.doi.org/10.1017/s0025100304001768.
Full text
3
SHIBLES, WARREN. "Received Pronunciation and Realphonetik." World Englishes 14, no. 3 (November 1995): 357–76. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00079.x.
Full text
4
Han, Eunjoo. "Centring Diphthongs in Received Pronunciation." Journal of Language Sciences 23, no. 1 (February 28, 2016): 237–54. http://dx.doi.org/10.14384/kals.2016.23.1.237.
Full text
5
Jafarova, P. "Some Vowel Changes in Received Pronunciation." Mìžnarodnij fìlologìčnij časopis 12, no. 3 (September 23, 2021): 26–30. http://dx.doi.org/10.31548/philolog2021.03.026.
Full text
6
Hinton, Martin. "Changes in Received Pronunciation: Diachronic Case Studies." Research in Language 13, no. 1 (March 30, 2015): 21–37. http://dx.doi.org/10.1515/rela-2015-0010.
Full textAbstract:
This paper sets out to investigate changes and individual irregularities in the Received Pronunciation of a number of individuals over time and to compare them with the changes noted in contemporary RP in the literature. The aim of the study is to ascertain whether accent change affects individuals during their lifetimes or is only brought about by new generations of speakers accepting different pronunciations as the norm and effectively speaking with a different accent to older generations within their social circle. The variations/changes looked for were: CLOTH transfer, CURE lowering, GOAT allophony, R-sandhi, and T-voicing. The procedure of the study was to identify the presence or absence of these features in the speech of certain individuals in recordings made over a period of at least 35 years. The individuals studied were: Her Majesty Queen Elizabeth II, Baroness Thatcher, Sir David Attenborough and David Dimbleby. The results of these comparisons suggest that individual speakers are not greatly affected by changes in pronunciation taking place around them and generally stay with the preferred pronunciation of their youth. There are, however, cases where a general uncertainty amongst speakers of the accent, here found in CURE lowering, does influence the speech of individuals over time.
7
Yao, Yuanfei. "The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.
Full textAbstract:
In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect in Zhoucheng and Received Pronunciation; as well as the differences between their consonants and vowels respectively can be achieved to rectify the pronunciations’ deviation in English learning. It is intended to improve English teaching quality of Yuxi dialect speakers and enhance the pronunciation standardization of English there.
8
Ioratim-Uba, G. A. "Attitudes Towards Received Pronunciation (RP) Among Nigerian Undergraduates." ITL - International Journal of Applied Linguistics 109-110 (January 1, 1995): 36–74. http://dx.doi.org/10.1075/itl.109-110.03ior.
Full textAbstract:
Abstract Using undergraduates in two Nigerian Universities, namely the University of Ilorin and the University of Jos, we have examined attitudes towards Received Pronunciation (RP). Employing the multivariate theoretical trend, based on the social psychological approach as explicated by BAKER (1992), we have examined the extent of influence by instrumental, integrative and nationalistic judgements on those attitudes held toward RP by the undergraduates. The methodological devices used were the questionnaire, matched guise, and observation. Employing the chi-square statistical measure at an alpha critical value of <.05, the instrumental judgement was found to exert greater influence on the favourable attitudes expressed toward RP by the sampled undergraduates. This result seems to bear significant implications on the future of RP in Nigeria. RP is likely to linger on in Nigeria, playing both personal, sociolinguistic and educational roles.
9
Buss, Larissa. "The Role of Training in Shaping Teacher Cognition Related to L2 Pronunciation." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 70, no. 3 (September 22, 2017): 201–26. http://dx.doi.org/10.5007/2175-8026.2017v70n3p201.
Full textAbstract:
This study analyzed changes in the pronunciation-related cognitions of undergraduate TESL students from two Canadian universities during their first term in their programs. The students from one university attended a 13-week course in phonology and pronunciation teaching, while those from the other university received no specific training in pronunciation. Towards the end of the term, the participants who received specialized training had more favorable views of explicit pronunciation teaching and became more confident in their ability to teach pronunciation than the comparison group. The course also helped the participants increase in awareness of their own speech and limitations. The findings point to the importance of native-nonnative speaker interactions in shaping cognitions and suggest that more support to nonnative-speaking TESL students and more training in the use of communicative activities would be helpful.
10
Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.
Full textAbstract:
Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
11
Silveira, Rosane. "Pronunciation instruction and syllabic-pattern discrimination." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 27, no. 1 (2011): 21–36. http://dx.doi.org/10.1590/s0102-44502011000100002.
Full textAbstract:
The present research is an investigation of the role played by pronunciation instruction in the discrimination of English CVC and CVCV syllabic patterns in word-final position. The participants of this study were two groups of Brazilian learners (beginners): the control group (10 students), and the experimental group (12 students). Both groups were given a discrimination pretest and posttest, between which the experimental group received instruction based on a pronunciation manual with activities focused on the English syllable and word-final consonants, whereas the control group received no such instruction. The pre and posttests consisted of an oddity discrimination test, in which the participants had to discriminate between the CVC and CVCV syllabic patterns. The posttest results showed somewhat greater improvement for the experimental group than for the control group, but this difference was not statistically significant.
12
Chevillet, François. "Received Pronunciation and Standard English as systems of reference." English Today 8, no. 1 (January 1992): 27–32. http://dx.doi.org/10.1017/s0266078400006106.
Full text
13
Kul, Małgorzata. "Porównanie zjawisk językowych w dialekcie Lancashire do Received Pronunciation." Socjolingwistyka 31 (2017): 51–70. http://dx.doi.org/10.17651/socjoling.31.4.
Full text
14
Elnagar, Bakheit Mohamed Abdelgadir. "An Investigation of Instructors' Approaches in Teaching Pronunciation: A Case Study." English Language Teaching 13, no. 8 (July 30, 2020): 185. http://dx.doi.org/10.5539/elt.v13n8p185.
Full textAbstract:
This study aimed to investigate how instructors teach pronunciation based on the pronunciation training they received. This study involved instructors from King Abdul Aziz University, who were teaching at the English Language Institute (ELI). The data were collected through a questionnaire given to (50) instructors at (ELI). The data were analyzed using Statistical Package for the Social Sciences (SPSS) program.
The results displayed that instructors used cognitive-content of teaching pronunciation and most of them focused on it as a valuable teaching approach. Furthermore, the findings revealed that the instructors had a constructive trend in teaching pronunciation. Most instructors pointed out that they taught pronunciation in their classes; in many cases they spent a considerable amount of time in pronunciation instruction. The lack of the pronunciation equipment and technological resources stands as a stumbling- block problem to teaching this language skill. In addition, the findings showed most of the language instructors did not receive any specific pronunciation training. Recommendations are given to provide suitable teaching pronunciation training which prepares the instructors to use powerful technology to boost teaching of this essential skill.
15
Lidyawaty, Baiq Titis, and Ayu Rizki Septiana. "An Analysis of Pronunciation Errors In Speaking of 2nd Semester Students of English Educate Department Universitas Bhinneka PGRI." JPPM Kepri: Jurnal Pengabdian dan Pemberdayaan Masyarakat Kepulauan Riau 1, no. 2 (October 15, 2021): 85–92. http://dx.doi.org/10.35961/jppmkepri.v1i2.299.
Full textAbstract:
In this study, researchers will examine students' problems in pronunciation errors in English and the causes of students' errors in English pronunciation. This study aims to determine the pronunciation errors and the causes of errors in pronunciation made by students in speaking English. This research is descriptive qualitative research that aims to describe students' pronunciation errors and the causes of students' pronunciation errors. The subjects of this study were second-semester students of the English language study program at the University of Bhinneka PGRI. The reason the researcher chooses this subject is the first subject that the researcher wants to examine and understand because there are some students who experience pronunciation errors and the researcher wants to know where the pronunciation errors are and what causes make their pronunciation errors. Based on the results of observations, the researchers found that students' problems in speaking English were in the vowel they were stamped. The results of the questionnaire that the researchers distributed from the entire 2nd-semester class, both class 2A and class 2B, totaling 44 students, received answers from 39 students. The results obtained from 10 interviews researchers can conclude that there are several causes of difficulty or pronunciation errors in semester 2 students at the Universitas Bhinneka PGRI including Mother Language and Personality.
16
Couper, Graeme. "Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay." Journal of Second Language Pronunciation 2, no. 1 (March 31, 2016): 29–55. http://dx.doi.org/10.1075/jslp.2.1.02cou.
Full textAbstract:
This article reports on the concerns and issues which 28 experienced and well-qualified teachers expressed during individual semi-structured interviews with the researcher. It describes and discusses the participants’ views, pulling together themes representative of a wide range of perspectives on pronunciation teaching. Themes include: teacher anxiety about pronunciation and pronunciation teaching; external factors affecting pronunciation teaching such as curriculum and exam pressures, textbooks, and training received; approaches to teaching and error correction; activities and techniques; and issues related to literacy bias, listen-and-repeat, use of phonemic symbols and pronunciation goals and models. These findings, taken in conjunction with studies of teacher cognition in other contexts, serve to inform all those with an interest in English language teaching, whether they be researchers, teachers or teacher educators, curriculum designers or textbook writers.
17
Rastall, Paul. "How d'you say ‘consume’?" English Today 13, no. 4 (October 1997): 19–21. http://dx.doi.org/10.1017/s0266078400009962.
Full text
18
Khoirida, Aina, Endang Setyaningsih, and Hasan Zainnuri. "Exploring pronunciation teaching practice in emergency remote teaching: Lesson from Indonesian high school context." EDUVELOP 5, no. 1 (September 30, 2021): 1–12. http://dx.doi.org/10.31605/eduvelop.v5i1.1187.
Full textAbstract:
Regardless of its importance, pronunciation practice received a small portion in EFL teaching. This issue has attracted researchers to investigate how pronunciation practice is conducted in the EFL setting and what challenges are there. The results of the investigations have provided useful insights into what happens in the EFL classrooms. However, with the global pandemic outbreak that forced massive migration to emergency remote teaching (ERT), it remains unclear how pronunciation practice is carried out. This exploratory study attempts to shed light on the matter. It aims to portray the pronunciation practice during ERT and identify the challenges faced by the teachers. To limit the scope of the study, the researchers focused the investigation only on pronunciation accuracy. Data were collected through document analysis, non-participatory observation, questionnaire, and in-depth interview after gaining consent from two senior high schools English teachers in Indonesia. The collected data were then analyzed using the interactive model of analysis. This study reveals that during ERT, pronunciation practice received a small portion of attention, as earlier studies have found. The average time allocated is 10% of the total duration of learning. Most of the accuracy training was carried out with a similar pattern of activities, i.e., read aloud, listen-and-repeat, and teachers’ corrective feedback as the response of the student's errors. Presented in ERT, pronunciation accuracy training experienced several problems, and the most prominent is related to the internet connection. A poor internet connection can be disastrous for accuracy training as implementing synchronous learning or uploading and downloading audio/video requires a good and strong internet connection. Another problem is the lack of students’ engagement to study due to the difference in sensation and excitement with face-to-face learning. These imply that adequate preparation is needed in applying pronunciation accuracy instruction, apart from the material itself.
19
Gritter, Eliene. "Repeat After me." Toegepaste Taalwetenschap in Artikelen 84-85 (January 1, 2010): 93–102. http://dx.doi.org/10.1075/ttwia.84-85.10gri.
Full textAbstract:
It has often been argued that the teaching of L2 articulatory settings (AS) will improve learners' L2 pronunciation. However, although many impressionistic accounts have been written on the subject, only few empirical studies have been conducted to test these assumptions. This article reports on a study set out to test the effectiveness of teaching AS differences to Dutch secondary school pupils in order to improve their pronunciation of English. Four AS lessons were given to a group of secondary school pupils, while a control group received standard pronunciation lessons concentrating on segmental differences. The pupils were recorded while doing a picture description task both before and after instruction. Native speaker judges then assessed their English pronunciation proficiency. Although no significant differences were found between pre and post instruction pronunciation proficiency in both groups as a whole, there were a number of pupils in both groups that did improve their pronunciation. These results might be explained by Dynamic Systems Theory.
20
Zhang, Runhan, and Zhou-min Yuan. "EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION." Studies in Second Language Acquisition 42, no. 4 (April 23, 2020): 905–18. http://dx.doi.org/10.1017/s0272263120000121.
Full textAbstract:
AbstractThe current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students’ English pronunciation as against a group with no specific pronunciation (NSP) instruction. The participants were 90 university-level students in the Chinese mainland, from three intact classes. One class was taught with a segmental focus (N = 30) and the second with a suprasegmental focus (N = 31), while the third received NSP instruction (N = 29). The results showed that after an 18-week period of instruction, both the segmental and suprasegmental groups made statistically significant progress in pronunciation, as measured by comprehensibility on a sentence-reading task; however, only the suprasegmental group made statistically significant progress in comprehensibility at the spontaneous level, and it was also the only group that maintained these spontaneous gains on the delayed posttest. The positive effects of explicit pronunciation instruction in general and of suprasegmental instruction in particular account for the findings.
21
Richards, Lorna. "Lifting the Lid on the Queen’s Upper-Crust Received Pronunciation." Leviathan: Interdisciplinary Journal in English, no. 3 (August 30, 2018): 51–65. http://dx.doi.org/10.7146/lev.v0i3.107780.
Full textAbstract:
This acoustic analysis of Queen Elizabeth’s speech in her Christmas broadcasts from 1995 to 1999 investigates whether her dialect becomes less Upper-Crust Received Pronunciation, and more Standard Southern British (SSB), after the Princess of Wales died in 1997; whether there is a correlation with this change in speech style; and the need to increase the popularity of the British Monarchy which declined in the aftermath. A formant analysis of the Queen’s TRAP [æ], STRUT [ʌ] and the happy-tensing [ɪː] vowels was conducted in Praat. The results are discussed on their own but also contrasted with those reported in Harrington et al. (2000), and Harrington (2006). This study concludes that although the Queen’s speech underwent variation around the time of the Princess of Wales’s death, the variation had started in the months prior to the accident.
22
Bauer, Laurie. "Tracing phonetic change in the received pronunciation of British English." Journal of Phonetics 13, no. 1 (January 1985): 61–81. http://dx.doi.org/10.1016/s0095-4470(19)30726-0.
Full text
23
Darmawan, Syaifudin Latif. "THE INFLUENCE OF WATCHING YOUTUBE PRONUNCIATION VIDEOS TOWARDS STUDENTS’ PRONUNCIATION ABILITY." JL3T ( Journal of Linguistics Literature and Language Teaching) 4, no. 1 (December 31, 2018): 1–15. http://dx.doi.org/10.32505/jl3t.v4i1.747.
Full textAbstract:
In language teaching, media is one of the tools that very useful to support its successful teaching. In teaching pronunciation, the students need to give additional information how to pronounce words. One of the ways is by using Youtube pronunciation videos. By using Youtube pronunciation videos, the students will get more input and knowledge how to pronounce words from the native. The objective of this research is to know whether there is a significant influence of watching Youtube pronunciation videos towards students’ pronunciation ability. There were two variables in this research, the independent variable (X) was Youtube Pronunciation videos and dependent variable (Y) was the students’ pronunciation ability.
The research method used was experimental design. The researchers dealt with two classes, they were an experimental class and a control class. In the experimental class, the researchers used Youtube pronunciation videos, whereas in control class the researchers did not use any media. Each class received the same pre-test and post-test. The population of this research was the second year students of MAN 1 Model Bandar Lampung. The samples of this research were two classes consisting of 90 students. In collecting the data, the researchers used reading aloud test as the instrument.
After doing the data analysis, it was found that there is a significant influence of using videos towards students’ pronunciation ability. It can be seen from the result of the T test that T-observed was 5.34615, and the result of T-critical was 1.67. It means thatT-observed was higher than T-critical (T-observed> T-critical). Therefore, the hypothesis is accepted. This result means that there is significant influence of watching Youtube pronunciation videos towards students’ pronunciation ability.
24
Reinoso Illescas, Lorena, and Esteban Heras Urgiles. "Developing middle school students’ English pronunciation using educational videos in the classroom." Revista Publicando 8, no. 29 (March 24, 2021): 54–64. http://dx.doi.org/10.51528/rp.vol8.id2173.
Full textAbstract:
This study examines the extent to which middle school students improved their pronunciation through the use of educational videos and what their perceptions were about this technique. The study was carried out at a public educational institution in Cuenca – Ecuador. Sixty-five ninth-graders participated: 33 students (15 boys and 18 girls) were part of the intervention group, and 32 students (15 boys and 17 girls) were part of the control group. The study used a mixed-method approach, so both quantitative and qualitative data were collected. The students took a pre- and a post-test based on a reading aloud activity to measure their level of pronunciation. Furthermore, at the end of the study, they were invited to complete a questionnaire with open-ended questions about the use of videos in class. During the ten weeks of the treatment, the intervention group received classes that included the regular use of videos, while the control group received their usual classes with the researcher; no videos were used at all. The final results showed that students’ perceptions in the intervention group regarding the use of videos in the class were mostly positive; they considered videos useful for the improvement of pronunciation because they heard the correct pronunciation and could observe facial movements, which helped to acquire better pronunciation. Further, the statistical analysis of the scores given in the pre- and post-test by both evaluators (researcher and inter-rater) showed that there was an improvement in the students’ pronunciation skills in the intervention group.
25
Benhima, Mohamed, and Souad Slaoui. "The Effectiveness of Prompt and Recast on the Pronunciation of Moroccan EFL Learners: The Case of English Department Students in Sais Faculty." International Journal of English Language Studies 2, no. 5 (December 30, 2020): 30–38. http://dx.doi.org/10.32996/ijels.2020.2.5.4.
Full textAbstract:
This study aims to investigate the differential effects of two methods of error correction, namely prompt and recast, on the pronunciation of Moroccan EFL learners. Accordingly, an exploratory observation was conducted to design a test instrument followed by an experimental design wherein thirty English Department students in Sais Faculty in Fes (n=30) were divided into prompt, recast and no-feedback control groups. A pre-test was administered to the three groups, revealing that EFL learners make similar mistakes in the pronunciation of some English sounds due to the lack of correspondence between spelling and pronunciation. Subsequently, the experimental groups received immediate treatment for their pronunciation mistakes. The post-test, as examined by the One-Way Analysis of Variance (ANOVA), revealed a significant difference between the prompt as compared to the other groups.
26
Lee, Sue Ann S., and Sherry Sancibrian. "Effectiveness of Two Different Approaches to Accent Modification Services for Non-Native English Speakers of Korean Background." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 20, no. 3 (December 2013): 127–36. http://dx.doi.org/10.1044/cds20.3.127.
Full textAbstract:
This study evaluated effectiveness of two different approaches to accent modification for non-native English speakers. Eight native Korean speakers of English participated. English labio-dental fricatives, liquids, and front vowels were targeted. Half of the participants received accent modification services with a focus on individual sound drills (segmental approach) while the other half received services using minimal pairs (contrastive approach). The percentage of correct pronunciation was measured for each consonant and vowel category during each session. The results of this study revealed that both groups of Korean speakers showed a similar percentage of correct pronunciation for consonant production. However, those who received the contrastive approach demonstrated higher accuracy in vowel production than those who received the segmental approach. The results of this study suggest that contrastive approaches may be useful for non-native English speakers of Korean background, especially for vowel production.
27
Krzysik, Iga, and Halina Lewandowska. "English pronunciation training through the eyes of university graduates." Research in Language 15, no. 3 (September 30, 2017): 299–312. http://dx.doi.org/10.1515/rela-2017-0017.
Full textAbstract:
The aim of the current study is to examine the program of pronunciation training and its implementation from a new perspective, which is that of MA graduates. The data were obtained from 65 graduates of the Faculty of English at Adam Mickiewicz University in Poznań by means of an online survey. The research questions posed in the study explore the matter of taught models and varieties of English, materials, teaching, and opinions regarding the accent the participants received. By providing a new perspective on the teaching and learning of pronunciation the study might help university teachers to enhance the pronunciation courses in their institutions.
28
Marpaung, Tiara Azzahra, Syafrizal Sabarudin, and Mulyadi Mulyadi. "Pronunciation Errors of Fricative Sounds Made by English Students." Journal of English Education and Teaching 5, no. 3 (September 13, 2021): 368–80. http://dx.doi.org/10.33369/jeet.5.3.368-380.
Full textAbstract:
This research aims to identify pronunciation errors position made by students in the English Education Study Program University of Bengkulu and the sound that had the highest error percentage. This research was a descriptive quantitative research. To collect data, the researcher took 19 students from 94 students of the 7th semester in the academic year 2020/2021. The pronunciation test used in this study consisted of 35 words, each of which had one of the seven fricative sounds tested. To analyze the data obtained, researcher used the Audacity application with the help of Google Translate application. Audacity is used to see the amplitude generated from students. Meanwhile, Google Translate is a tool for comparing received pronunciation and pronunciation produced by students. The results of this study revealed that the most pronunciation errors that made by students occurred in the final position when compared the initial and medial. In addition, among seven fricative sounds, / ? / was the highest percentage of errors with 78%. Based on the research results, it can be concluded that the students' pronunciation ability of fricative sounds not affected on the level of the semester is taken but it depends on the position and the fricative sound.
29
Camus, Pablo. "The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops." Instructed Second Language Acquisition 3, no. 1 (April 15, 2019): 81–103. http://dx.doi.org/10.1558/isla.37279.
Full textAbstract:
The present study examines the effectiveness of second language explicit pronunciation instruction of adult second language (L2) learners of Spanish in a classroom setting. This study seeks to shed light on the effectiveness of teaching pronunciation while considering the level of instruction of first, second and third year students. Eighty-three learners of Spanish as an L2 were recruited to participate in a control (n = 45) or experimental (n = 38) group. From the beginning to the end of a twelve-week semester, participants in the experimental condition received instruction on typically difficult segments in L2-Spanish for first language (L1) English speakers.
Pronunciation gains were measured acoustically by a word-reading task and the target structures were Spanish voiceless stops /p, t, k/. Results suggest that pronunciation instruction is beneficial to all voiceless stops. After a semester of instruction, the experimental group reduced their voice onset time (VOT) and reached native speakers' range, while no difference was observed in the control group. Additionally, instruction was beneficial at each curricular level, suggesting that pronunciation instruction should be part of the L2-Spanish curricular sequence at multiple levels. Results are discussed in terms of the theoretical, methodological and pedagogical implications of these findings and special emphasis is placed on the advantages of pronunciation instruction. A call is made for more teachers and practitioners to include pronunciation instruction in the L2-Spanish classroom.
30
Ziafat, Nishmia, Hafiz Farooq Ahmad, Iram Fatima, Muhammad Zia, Abdulaziz Alhumam, and Kashif Rajpoot. "Correct Pronunciation Detection of the Arabic Alphabet Using Deep Learning." Applied Sciences 11, no. 6 (March 11, 2021): 2508. http://dx.doi.org/10.3390/app11062508.
Full textAbstract:
Automatic speech recognition for Arabic has its unique challenges and there has been relatively slow progress in this domain. Specifically, Classic Arabic has received even less research attention. The correct pronunciation of the Arabic alphabet has significant implications on the meaning of words. In this work, we have designed learning models for the Arabic alphabet classification based on the correct pronunciation of an alphabet. The correct pronunciation classification of the Arabic alphabet is a challenging task for the research community. We divide the problem into two steps, firstly we train the model to recognize an alphabet, namely Arabic alphabet classification. Secondly, we train the model to determine its quality of pronunciation, namely Arabic alphabet pronunciation classification. Due to the less availability of audio data of this kind, we had to collect audio data from the experts, and novices for our model’s training. To train these models, we extract pronunciation features from audio data of the Arabic alphabet using mel-spectrogram. We have employed a deep convolution neural network (DCNN), AlexNet with transfer learning, and bidirectional long short-term memory (BLSTM), a type of recurrent neural network (RNN), for the classification of the audio data. For alphabet classification, DCNN, AlexNet, and BLSTM achieve an accuracy of 95.95%, 98.41%, and 88.32%, respectively. For Arabic alphabet pronunciation classification, DCNN, AlexNet, and BLSTM achieve an accuracy of 97.88%, 99.14%, and 77.71%, respectively.
31
Haryadi, S, Haryadi, and Aprianoto Aprianoto. "INTEGRATING “ENGLISH PRONUNCIATION” APP INTO PRONUNCIATION TEACHING: HOW IT AFFECTS STUDENTS’ PARTICIPATION AND LEARNING." Journal of Languages and Language Teaching 8, no. 2 (April 25, 2020): 202. http://dx.doi.org/10.33394/jollt.v8i2.2551.
Full textAbstract:
This study aimed to find out whether the integration of the English Pronunciation app in pronunciation class at Mandalika University of Education (UNDIKMA) can increase students’ participation and self-learning. This study made use of quasi-qualitative design. Forty-eight first-year English department students from two groups of learning involved in this research, aged between 19 to 21. Each group, group A and group B, comprised of 24 students. Both groups received instruction using the English pronunciation app. Data was collected using class observation and interviews. In conducting observation, the observer chose to take the role of participant-observer in that the researcher immersed with the students during the observation activities. One volunteer assistant was employed to work with the researcher. It was intended to increase the accuracy of the data collected. In regard to the interview process, the researcher used individual and group interviews where one interviewer/researcher interviews a group of students. The result of the study indicates that the integration of the English Pronunciation app in teaching pronunciation increased the students’ participation (engagement, attitude, and conduct). In addition, the app brought a positive effect to the establishment of independent learning to a significant number of students.
32
Wagner, Lisa C., Mónica Rodríguez-Castro, and André Zampaulo. "Mitigating negative transference in foreign language articulatory phonetics: Revisiting explicit instruction." Didáctica. Lengua y Literatura 33 (August 24, 2021): 11–25. http://dx.doi.org/10.5209/dida.77653.
Full textAbstract:
The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.
33
Britain, David. "Beyond the “gentry aesthetic”: elites, Received Pronunciation and the dialectological gaze." Social Semiotics 27, no. 3 (March 12, 2017): 288–98. http://dx.doi.org/10.1080/10350330.2017.1301794.
Full text
34
AL Najjar, Fadi K. "Teachers' Perception toward Factors Hindering Learning Phonetic Transcription of Received Pronunciation." International Journal of Linguistics, Literature and Translation 3, no. 7 (July 30, 2020): 85–98. http://dx.doi.org/10.32996/ijllt.2020.3.7.10.
Full textAbstract:
This study aimed at identifying the teachers' teachers' perception toward factors hindering learning phonetic transcription of Received Pronunciation. The researcher used the descriptive analytical approach to suit the aims of this study. The sample consisted of (150) male and female teachers at the governmental schools in Palestine. The instrument of the study is a questionnaire. Also, the tool has three domains in which the first domain is the teachers' factors. The second domain is the language factors, and the last is the curricula and courses factors. Validity and reliability were conducted for the questionnaire, therefore, the reliability is good. Data were collected through a link prepared through Google Drive. The responses were collected and treated by SPSS statistics. The results showed that the domain of language factors occupied the first rank with a percentage weight of ( 72.37%), Then the domain of teachers factors occupied the second rank with a percentage weight of (66.95%). Finally, the domain of curricula and courses factors occupied the third rank with a percentage weight of (63.41%). The total degree of the domains reached a percentage weight of (67.58%. In addition, the results showed that there are statistically significant differences at (0.05) in the curricula and courses factors in favor female and there are no statistically significant differences in the other domains. Besides, there are no statistically significant differences at (0.05) due to years of experience variable. The researcher recommended the teachers to revise the rules of IPA and do efforts in practicing the use of phonetic transcription. Teachers should remember the irregularities of such English words as possible as they can to develop their schemata.
35
Gordon, Joshua, and Isabelle Darcy. "The development of comprehensible speech in L2 learners." Journal of Second Language Pronunciation 2, no. 1 (March 31, 2016): 56–92. http://dx.doi.org/10.1075/jslp.2.1.03gor.
Full textAbstract:
Developing comprehensible speech is an important goal for L2 learners. At present, there is clear evidence indicating that pronunciation instruction can help develop comprehensibility compared to no instruction at all (see Thomson & Derwing, 2015, for a review). However, it is unclear whether rapid improvements can be obtained through explicit pronunciation instruction. This study investigated the effects of explicit and nonexplicit instruction in the development of comprehensible speech in ESL learners. Three groups (n = 12) received about four hours of pronunciation instruction over three weeks using the same teaching sequence. Groups differed in the type of explicit instruction received: two experimental groups received explicit instruction either on suprasegmental features or four vowel sounds. The same content was presented to the third group without explicit instruction. Speech samples collected from all L2 learners before and after treatment revealed an effect of explicit instruction on comprehensibility: the group instructed in suprasegmentals was rated as more comprehensible. No significant improvement was seen in the nonexplicit group. These results suggest that focusing on suprasegmental aspects seems to be most effective for comprehensibility when time is limited, and argue for a major role for explicit phonetic instruction in developing enhanced comprehensibility (e.g., Derwing, Munro, & Wiebe, 1998; Munro, 1995).
36
Franklin, Amber D., and Carol Stoel-Gammon. "Using Multiple Measures to Document Change in English Vowels Produced by Japanese, Korean, and Spanish Speakers: The Case for Goodness and Intelligibility." American Journal of Speech-Language Pathology 23, no. 4 (November 2014): 625–40. http://dx.doi.org/10.1044/2014_ajslp-13-0144.
Full textAbstract:
Purpose This study examined the effectiveness of using goodness ratings and intelligibility scores to document changes in vowel production following pronunciation training. The relationship between listener perceptions of goodness and intelligibility was also examined. Method Fifteen English language learner speakers (5 Japanese, 5 Korean, and 5 Spanish) participated in 16 sessions of vowel-focused pronunciation training. Pre- and posttraining judgments of 10 English vowels in /hVt/ context were conducted by 25 monolingual English speakers who served as listeners. Listeners judged vowel intelligibility using a 10-alternative forced-choice task and rated goodness using a 5-point Likert scale. Results Goodness ratings and intelligibility scores captured improvement in the accuracy of several vowels following training. However, some vowels that received better mean intelligibility scores received poorer mean goodness ratings following training. The relationship between goodness ratings and intelligibility scores revealed that vowels such as /æ/ and /ʌ/ were more dependent on goodness for intelligibility than vowels such as /i/ and /e/, which were highly intelligible even when they received poor goodness ratings. Conclusion English vowels differ with respect to the importance of goodness for accurate identification by listeners. As such, clinicians should examine both goodness and intelligibility when measuring change following pronunciation training.
37
Virkkunen, Päivi, and Minnaleena Toivola. "Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä." Ainedidaktiikka 4, no. 1 (April 14, 2020): 34–57. http://dx.doi.org/10.23988/ad.85736.
Full textAbstract:
Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.
Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools
Abstract
We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners.
Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education
38
Schuhmann, Katharina S., and Marie K. Huffman. "Development of L2 Spanish VOT before and after a brief pronunciation training session." Journal of Second Language Pronunciation 5, no. 3 (December 3, 2019): 402–34. http://dx.doi.org/10.1075/jslp.18018.sch.
Full textAbstract:
Abstract We present a study of the development of L2 stop VOT (voice onset time) in lower-level English-speaking learners of Spanish over the course of a college semester. Participants were recorded six times in two-week intervals. Halfway through the semester, students received a brief pronunciation training session with practice and feedback. Overall, the learners did not lower their L2 VOTs in the first half of the study, before pronunciation training. Following training, however, they lowered their mean VOTs for Spanish voiceless stops significantly. A similar effect was not found for their mean VOTs of Spanish voiced stops, in line with prior work suggesting that prevoicing may be harder to acquire. Yet careful examination suggests that learners are increasing the frequency with which they use prevoicing in Spanish, suggesting this metric might inform future work on L2 Spanish pronunciation development. This work has implications for teaching and research in second language pronunciation.
39
Tabassum, Samina, Kanwal Fatima, and Amna Anwar. "A Study of Mother Tongue Interference in the English Pronunciation of Pothohari Speakers." Journal of Communication and Cultural Trends 2, no. 2 (October 31, 2020): 21–37. http://dx.doi.org/10.32350/jcct.22.02.
Full textAbstract:
The study aims to investigate the interference of mother tongue in the English pronunciation of Pothohari speakers. The distinctive features of English pronunciation of Pakistani Pothohari speakers are analyzed keeping focus on selected vowels, diphthongs and /r/ sound. A set of nine phonemes: diphthongs ɪə,ɑɪ,eɪ, əʊ, ɔɪ, vowels ɒ, ɜː, æ and /r/ phoneme are focused. The study has foregrounded, in distinctive features, theory for theoretical considerations. Twenty native Pothohari speakers participated in the study. A list of eighteen sentences with the target sounds is used for data collection purpose. The utterances of sample participants are recorded and analyzed to realizd the objectives of the study. Both quantitative and qualitative approaches are utilized to analyze the recorded data. Received Pronunciation (RP) is used as a reference tool to determine the differences. The findings identified certain distinctive features in English pronunciation of the Pothohari speakers marked by the influence of the mother tongue.
40
Hudson, Grover. "ENGLISH TRANSCRIPTION COURSE. M. Luisa Garcia Lecumberri and John A. Maidment. London: Arnold, 2000. Pp. 156. £10.99 paper." Studies in Second Language Acquisition 23, no. 3 (September 2001): 441. http://dx.doi.org/10.1017/s0272263101263062.
Full textAbstract:
This book, said to be written for native speakers of English as well as second and foreign language learners, is about the differences between the pronunciation of words in careful and casual speech, despite identity of spelling. It presents as models written-language texts and their phonetically written equivalents in the prestige British Received Pronunciation (RP) variety, and then provides more texts as exercise to be transcribed both ways. Almost all of the exercises are anonymously authored texts of 40 or more lines, on a variety of topics. Answers are given in an appendix. The idea is that learning to write English phonetically will improve nonnative speakers' pronunciation and, one supposes, promote the more accepting attitude of native speakers toward casual speech reductions.
41
Hair, Adam, Kirrie J. Ballard, Constantina Markoulli, Penelope Monroe, Jacqueline Mckechnie, Beena Ahmed, and Ricardo Gutierrez-Osuna. "A Longitudinal Evaluation of Tablet-Based Child Speech Therapy with Apraxia World." ACM Transactions on Accessible Computing 14, no. 1 (April 2021): 1–26. http://dx.doi.org/10.1145/3433607.
Full textAbstract:
Digital games can make speech therapy exercises more enjoyable for children and increase their motivation during therapy. However, many such games developed to date have not been designed for long-term use. To address this issue, we developed Apraxia World, a speech therapy game specifically intended to be played over extended periods. In this study, we examined pronunciation improvements, child engagement over time, and caregiver and automated pronunciation evaluation accuracy while using our game over a multi-month period. Ten children played Apraxia World at home during two counterbalanced 4-week treatment blocks separated by a 2-week break. In one treatment phase, children received pronunciation feedback from caregivers and in the other treatment phase, utterances were evaluated with an automated framework built into the game. We found that children made therapeutically significant speech improvements while using Apraxia World, and that the game successfully increased engagement during speech therapy practice. Additionally, in offline mispronunciation detection tests, our automated pronunciation evaluation framework outperformed a traditional method based on goodness of pronunciation scoring. Our results suggest that this type of speech therapy game is a valid complement to traditional home practice.
42
Rosewarne, David. "Pronouncing Estuary English." English Today 10, no. 4 (October 1994): 3–8. http://dx.doi.org/10.1017/s026607840000780x.
Full textAbstract:
A development of the article ‘Estuary English – tomorrow's RP?’ (ET37, Jan 94) which considers the salient features of this ‘new’ accent in terms of institutional descriptions of Received Pronunciation
43
Bouchhioua, Nadia. "Cross-Linguistic Influence On The Acquisition Of English Pronunciation By Tunisian EFL Learners." European Scientific Journal, ESJ 12, no. 5 (February 28, 2016): 260. http://dx.doi.org/10.19044/esj.2016.v12n5p260.
Full textAbstract:
While acquiring English as a second language (L2) has received substantial research, learning English as a third language (L3) especially in complex sociolinguistic contexts has not received as much attention. Various factors including typological similarity between L2 and L3 are believed to affect the process and the product of learning a third language. Typological similarity is said to facilitate learning at the lexcio-semantic level. However, its effects on the learning of L3 phonology is not always as such. In this study, cross-linguistic influence on the acquisition of English (as L3) pronunciation in the Tunisian context which is characterized by multilingualism involving Tunisian Arabic (TA) as mother tongue, Modern Standard Arabic (MSA) as the first language learnt at school, and French as L2 is investigated. The production of two pronunciation features is tested. These features are the sounds existing in English-French cognates such as information, syntax, important, and stress placement in polysyllabic words. The methodology consisted in having English major university students and their teachers produce these features in read and spontaneous speech. Phonetic analysis and statistical tests revealed significant linguistic transfer from French in the pronunciation of the target features. The participants produced the French nasalized vowel [ɛ̃] in the syllables in English-French cognate vocabulary instead of the correct English pronunciation and placed stress on final syllables according to French stress patterns in their production of English polysyllabic words that should be stressed elsewhere.
44
Fengtong, Zhang. "The initials of Chengdu speech as compared with Standard Chinese." Journal of the International Phonetic Association 15, no. 2 (July 1989): 59–68. http://dx.doi.org/10.1017/s002510030000298x.
Full textAbstract:
Chengdu speech is the received pronunciation among the various Sichuan dialects spoken by ten million people in Southwest China. In this short paper, I intend to discuss the characteristics of the initials of Chengdu speech as compared with Standard Chinese. The following abbreviations and conventions are used: CDH = Chengduhua, i.e. Chengdu speech of Chinese. PTH = Putonghua, Standard Chinese based on Beijing pronunciation. CPA = the Chinese Phonetic Alphabet. Chinese characters are transliterated into CPA first when they are cited as examples. A phonetic transcription of CDH pronunciation follows, in square brackets. Tone symbols are placed before the CDH syllable: [̄] High Level, [̖] Low Falling, [̀] High Falling, [̬] Fall-rise. For PTH the tone symbol is placed above the CPA nuclear vowel letter e.g. mā High Level, má High Rising, mǎ Fall-rise, mà High Falling.
45
Li, Ying, and Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences." English Language Teaching 9, no. 12 (November 20, 2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.
Full textAbstract:
<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
46
Tan, Kim Hua, and Kar Mei Chee. "Exploring the Motivation of Pupils towards the Implementation of QR Codes in Pronunciation Learning." Academic Journal of Interdisciplinary Studies 10, no. 1 (January 17, 2021): 204. http://dx.doi.org/10.36941/ajis-2021-0018.
Full textAbstract:
The implementation of Quick Response (QR) codes in education has become increasingly popular. Previous studies proved that it can increase the motivation of pupils in learning. Hence, this research investigates the difference of pupils’ motivation levels in learning pronunciation after the implementation of QR codes. We examine the motivation of pupils in terms of four aspects: interest, competence, perceived choice and sense of belonging. Accordingly, we propose a QR code model, which is linked to Google Forms that contain audio recordings for pronunciation practice. With the proposed QR code activity, the pupils can record their versions of audio recordings of pronunciation and submit to their teacher for feedback. The participants are 90 year 4 pupils from a sub-urban Chinese primary school in Johor. We employ a pre-experimental research design in this research. We collect our data by using 2 research instruments: survey questionnaires and observation checklist. We administer the survey questionnaires before and after the implementation of QR codes to find out the changes in the motivation of pupils. We also utilise an observation checklist to examine the attitude of the participants during the implementation of QR codes in pronunciation learning. The findings of this research reveal a significant change in the pupils’ motivation towards the implementation of QR codes in pronunciation learning. Specifically, we find an increment of motivation in learning pronunciation as the pupils show interests in learning.
Received: 6 October 2020 / Accepted: 12 December 2020 / Published: 17 January 2021
47
Yasa, Rawdhah Binti. "RANCANGAN PELATIHAN PENGUCAPAN KATA UNTUK MENINGKATKAN KELANCARAN MEMBACA SISWA KELAS 1 SD." Psympathic : Jurnal Ilmiah Psikologi 1, no. 1 (February 9, 2016): 87–97. http://dx.doi.org/10.15575/psy.v1i1.470.
Full textAbstract:
The aim of this study as a preliminary study in developing the exercises to improve reading fluency of students grade 1of Primary School (SD). The study used a quasi- experimental method with Nonequivalent Control Group Design. The subjects were seven students in 1st grade, with age 7-8 years old, which consists of four students as an experimental group that received exercises of pronunciation as much as six times with a duration of 30-40 minutes and three students as a control group. Data on reading fluency obtained by measuring the average score of subject’s reading ability within one minute. Measuring instrument used was a single paragraph which consists of a series of words / syllables that need to be mastered by children aged 7 years old. In this exercise the students practice for using their speech muscles suit the phonetic rules, so that the resulting pronunciation becomes more precise. The results showed that in the control group there was no increase reading fluency, while in the experimental group there was three student has increased their reading fluency but not to the another one. However, there were changing in the aspects of speed and accuracy among all subjects who received the pronunciation exercises.
48
Antolík, Tanja Kocjančič, Claire Pillot-Loiseau, and Takeki Kamiyama. "The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 72–97. http://dx.doi.org/10.1075/jslp.16022.ant.
Full textAbstract:
Abstract The purpose of this study was to test the usability of ultrasound as a visual feedback tool in L2 pronunciation training. Six Japanese-speaking learners, aged 28–33 years, participating in a course in French phonetics for L2 learners, took part in the study. Four of them received three individual 45-minute lessons of ultrasound pronunciation training. The other two participants did not. Articulatory and acoustic data of French isolated /y/ and /u/ and Japanese [ɯ] were recorded before and after the ultrasound training, as well as two months later for the learners receiving the training. The analysis of the articulatory data revealed that three speakers with ultrasound feedback improved in the production of the French vowels, the contrast between them, as well as the contrast between the two French vowels and the Japanese [ɯ], suggesting that ultrasound may be a useful tool in second language pronunciation learning.
49
Ghorbani, Mohammad Reza, Malihe Neissari, and Hamid Reza Kargozari. "The Effect of Explicit Pronunciation Instruction on Undergraduate EFL Learners' Vowel Perception." Language and Literacy 18, no. 1 (April 3, 2016): 57. http://dx.doi.org/10.20360/g2xw2k.
Full textAbstract:
Since English pronunciation errors are often caused by the transfer of the Persian language sound system, the present study investigated the effect of explicit pronunciation instruction on undergraduate English as a Foreign Language (EFL) learners’ vowel perception enhancement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 40-item minimal pair test was developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the test was estimated 0.75 through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG received the treatment regarding explicit pronunciation instruction. At the end of an eight-week training program, the pretest was used as the posttest. The results of the independent samples t-test from the posttest revealed that the EG had a better performance than the CG suggesting that EFL learners’ vowel perception can improve if they are explicitly made aware of their pronunciation errors.
50
Chun, Dorothy M., Yan Jiang, Justine Meyr, and Rong Yang. "Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations." Journal of Second Language Pronunciation 1, no. 1 (March 30, 2015): 86–114. http://dx.doi.org/10.1075/jslp.1.1.04chu.
Full textAbstract:
This paper reports on a study of 35 Mandarin Chinese learners who (1) created pitch curves of their spoken word tones and (2) compared their pitch curves with those of native speakers while practicing pronunciation. Following a pretest, the learners received training for 20–25 minutes weekly over nine weeks and took a posttest. Two types of data analyses were performed. First, native speakers of Mandarin auditorily rated the pretests and posttests. The ratings revealed that learners’ pronunciation of tones improved between pretest and posttest. Second, acoustic analyses of the learners’ recordings were conducted, and the learners’ production was compared with that of native speakers. Results indicated that students’ pronunciation of some tones improved in the posttest. The postsurveys indicated that two-thirds of the participants found viewing pitch curves helpful. This study confirms previous research but suggests that acoustic analyses complement auditory analyses with more precise indications of L2 learners’ tonal difficulties.