Academic literature on the topic 'Speaking / pronunciation skills'
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Journal articles on the topic "Speaking / pronunciation skills"
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Donuk, Mehmet. "Türkçenin Yabancı Dil Olarak Öğretiminde Konuşma ve Telaffuz Becerisinin Kazandırılması ve Geliştirilmesi Üzerine." International Journal of Social Sciences 6, no. 24 (March 1, 2022): 293–302. http://dx.doi.org/10.52096/usbd.6.24.17.
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It is essential to learn basic skills in teaching Turkish as a foreign language. These habits can be listed as follows; listening, reading, writing, pronunciation and speaking skills. Teaching Turkish as a second language is based on these facts. The most important of these habits is speaking and pronunciation. When learning a language, it is covered in a separate section. Being able to speak the learned language is one of the most important factors in second language teaching. As a result of this; It is seen that the determination and desire for language learning increase. When all of these are taken into account; once again we understand the importance of speaking and pronunciation. The purpose of this study: The importance of foreigners learning Turkish as a second language to gain speaking and pronunciation skills is emphasized. As a result, it is necessary to focus on the applications and methods that can be realized and carefully examined. For this reason, in order to gain both speaking and pronunciation skills, the individual must constantly practice on the language to be learned. Knowing a language means you can speak that language. It is unthinkable for a language to develop without practice. Key words: Turkish as a second language, teaching, speaking, pronunciation skills.
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Pradana, Harsya Danang. "STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 42–50. http://dx.doi.org/10.31932/jees.v3i1.649.
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Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation
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Mayadah, Mayadah, Muhammad Zuhri DJ., and Hasriati Nur. "THE EFFECT OF SUPRASEGMENTAL PRONUNCIATION ON SPEAKING SKILLS OF BUGINESE EFL LEARNERS." International Journal of Research on English Teaching and Applied Linguistics 5, no. 1 (July 12, 2024): 72–81. http://dx.doi.org/10.30863/ijretal.v5i1.6753.
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AbstractThe objective of this research was to describe how the effect of Suprasegmental Pronunciation affects the Speaking Skills of Buginese EFL Learners. Qualitative method was used in this research with the implementation of descriptive qualitative method. Furthermore, the research instruments such as observation and interview were used to collect data in this research. This research was conducted at Institut Agama Islam Negeri (IAIN) Bone with the implementation done in the classroom for Speaking classes. There were 4 students as participants in this research who were selected by purposive sampling. Based on the results of the reserach, it was found that Suprasegmental Pronunciation has positive impacts that show how the Suprasegmental pronunciation affects their speaking skills in a good way such as ease of understanding the meaning of the words, conversation becomes more natural, conveying emotions, and a plus point in terms of communication skills. Moreover, it also found that there are negative effects on Speaking Skills of Buginese EFL learners such as speaking anxiety and local suprasegmental pronunciation is hardly separated.
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Hidayatullah, Heri, and Haerazi Haerazi. "Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness." Journal of Language and Literature Studies 1, no. 2 (February 22, 2022): 93–102. http://dx.doi.org/10.36312/jolls.v1i2.614.
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Speaking skill is classified as a productive skill after writing skills. It is related to communicative performance dealing with phonetic, fluency, accuracy, pronunciation, grammatical competence, intonation, and vocabulary mastery. Besides, students’ phonology knowledge is crucial in understanding speakers’ utterances in speaking activities. Therefore, students’ phonology awareness in speaking classes determine the students are success or not in having speaking skills. This study aims to elaborate the use of speaking board games to improve students’ speaking skills viewed from phonology awareness. To attain the research aims, this study employed classroom action research. The problems are focused on students’ speaking skills in relation to phonology awareness. The research data are classified into qualitative and quantitative data. The qualitative data were gained using interview and observation sheets, while the quantitative data were collected using speaking tests. Based on the research findings, this study can be concluded that the use of speaking board games in teaching speaking classes which was combined with other various materials was able to improve students’ confidence and critical thinking skills to speak. It helped students practice their fluency, practice their accuracy, and gave smooth correction to the grammatical errors being made. Providing students with various speaking practices, the use of board games also facilitated students to improve their pronunciation inside and outside classes, vocabulary, and engage them to learn the English daily expressions in various topics.
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Crawford, Michael, and Candace Matthews. "Speaking Solutions: Interaction, Presentation, Listening, and Pronunciation Skills." TESOL Quarterly 31, no. 1 (1997): 192. http://dx.doi.org/10.2307/3587990.
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Matrokhim, Matrokhim. "Students' Self-Assessment of Arabic Speaking Skill." International Journal of Arabic Language Teaching 3, no. 02 (December 16, 2021): 185. http://dx.doi.org/10.32332/ijalt.v3i02.4208.
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Abstract: This study was aimed at determining students’ self-assessment of their Arabic speaking skills. The data was gathered through distributing speaking rubric to 92 Arabic language learners. The rubric was adapted from Cherice Montgomery and was consisted of six aspects of speaking, namely pronunciation, fluency, vocabulary, content, accuracy, and comperehension and startegic competence. The data was analysed using Winstep to determine their self-assessment of speaking and how they perceive those six aspects of speaking skills. The result showed that the students identify their speaking performance as moderate level. The Wright Map revealed that content was the most difficult aspect of speaking, while pronunciation was the easiest aspect of it.
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Jayanti, Widuri Indah Dwi, Maya Ulyani, and Ani Susanti. "THE STUDENT'S PERCEPTION TOWARDS ENGLISH SPEAKS UP CLUB TO IMPROVE SPEAKING SKILL." Premise: Journal of English Education 11, no. 1 (February 28, 2022): 141. http://dx.doi.org/10.24127/pj.v11i1.4492.
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Speaking is a complicating skill for students to master, since they must master all of its components such as grammar, vocabulary, fluency, comprehension, and pronunciation. As a result, most EFL students struggle to succeed. The purpose of this study is to identify whether or not the speaking club helps students improve their speaking skills. The subjects of this study were the students who joined the Sixta Speaks Up as an English-speaking club in the Vocational High School by a group of forty students. The qualitative descriptive research design was adopted in this study. The author employed questionnaires delivered to students through a Google form to gather information. According to the findings of this study, the majority of students who participate in speaking clubs make significant improvements in their English speaking skills, including enhancements in pronunciation, vocabulary, and fluency in speaking English in general. The speaking activities also increase their confidence to exchange their ideas.
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Đurović, Tatjana, and Nadežda Silaški. "An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 89–98. http://dx.doi.org/10.2478/rjes-2013-0007.
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Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.
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Agus, Agus rofii. "Kesulitan Berbicara Siswa Sekolah Dasar dalam Pembelajaran Bahasa Inggris." Jurnal Elementaria Edukasia 6, no. 4 (December 30, 2023): 1895–904. http://dx.doi.org/10.31949/jee.v6i4.6851.
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The primary skill that shows language ability is the ability to speak English. On the other hand, most students have difficulty speaking. Therefore, this research aims to find the problems students experience when learning English, especially regarding speaking skills. English speaking skills are increasingly important in the current era of globalization. However, students in elementary school often need help with speaking English well. A crucial first step to overcoming English learning problems in elementary schools is understanding and analyzing the difficulties students face in speaking skills. Elementary school students in one of the Majalengka areas need help speaking English. One of them is the need to have greater self-confidence when speaking. Language and psychological factors can influence students' difficulties when speaking English. This research uses qualitative research using observations and interviews in elementary schools. Based on the results of the analysis, it can be concluded that five factors are responsible for students' difficulties in speaking English. They include lack of vocabulary, poor pronunciation and pronunciation, lack of friends or peers to talk to, lack of self-confidence, and class atmosphere. This research found that building students' self-confidence and providing organized activities is essential, especially in elementary schools.
Dissertations / Theses on the topic "Speaking / pronunciation skills"
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Heikkinen, Kalle. "Teaching and assessing English pronunciation in the communicative classroom : A qualitative study about teaching and assessing English pronunciation as part of oral skills in the ninth grade in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70055.
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This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.
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Varasarin, Patchara. "An action research study of pronunciation training, language learning strategies and speaking confidence." Thesis, 2007. https://vuir.vu.edu.au/1437/.
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English is a vehicle for international communication. In order to meet the demands of modern society, English teachers need to pay more attention to the development of learners’ competence and focus on a more effective and successful method. However traditional approaches to English language teaching still dominate Thai classrooms. Language teachers should not focus on reciting but should teach from their own understanding of language learning and help learners gain more competence with confidence. This study is a collaborative action research investigation to develop pronunciation training and communicative competence for Thai students studying English in Thailand. This study investigated pronunciation training and language learning strategies, how they influenced the learning behaviour of Thai students studying English and improved their speaking confidence. The purpose of the training was to improve students’ pronunciation and spoken intelligibility. It drew upon data collected in pronunciation training in one school in Thailand using language learning strategies and evaluated improvement after being trained in developing speaking confidence. The project contained two cycles, the first of which was to train five teachers using pronunciation training and language learning strategies. We evaluated their improvement in correct speech and in developing speaking confidence. In the second cycle, these teachers in turn taught a group of four students each and similar improvements were observed. The action phases showed the implications of the importance of pronunciation training in the Thai context and the usefulness of dictionary usage to help learners to improve their competence and to have more confidence to speak English. The project resulted in a change of policy by the school to include pronunciation teaching and to allocate English classes to teachers who understood that process. The pronunciation learning strategies in this study and those of other researchers were presented to formulate strategies as a contribution for teachers to include teaching pronunciation in their classroom instruction. The researcher intends that the data will be useful for language teachers to help them further their understanding of their students’ learning behaviour to achieve improved pronunciation. In addition, the phonetic symbol system used in the training was chiefly inspired from the symbols of the International Phonetic Association (IPA) to be standardized and easy to apply.
Books on the topic "Speaking / pronunciation skills"
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Ide, Arthur Frederick. Improving English speaking and pronunciation skills. Dallas, Tex: Monument Press, 2010.
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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Hemel Hempstead: Prentice-Hall, 1994.
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Matthews, Candace. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.
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Phillip, Edmondson, ed. Speaking solutions: Interaction, presentation, listening, and pronunciation skills. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.
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Sciban, Shu-ning. Fayin: Mandarin pronunciation. 2nd ed. Calgary: University of Calgary Press, 2002.
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Richards, J. C. Breakthrough 3: A course in English communication practice. Oxford: OUP, 1985.
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Richards, J. C. Breakthrough 3: A course in English communication practice. 2nd ed. Oxford: Oxford U.P, 1985.
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Randall, Olson, and Rashid Mohammad Afzal, eds. Speaking Afghan Pushto: The Eastern Afghan dialect. Peshawar: Interlit Foundation, 1996.
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Rogers, Bruce. You can say that again!: A fun approach to sounding better when you open your mouth to speak. Toronto: Hounslow Press, 1999.
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Ngawangthondup, Narkyid, and Library of Tibetan Works and Archives., eds. Pattern drills in intermediate conversational Tibetan. Dharamsala: Library of Tibetan Works and Archives, 1989.
Find full textBook chapters on the topic "Speaking / pronunciation skills"
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Kirsch, Claudine. "Developing speaking and pronunciation skills through storytelling on the app iTEO." In Teaching Languages Creatively, 47–58. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315516332-4.
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"Pronunciation." In Essential Speaking Skills. Continuum, 2003. http://dx.doi.org/10.5040/9781350933958.ch-013.
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Gallagher, John. "Speaking Books." In Learning Languages in Early Modern England, 55–100. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198837909.003.0002.
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If you wanted to learn a foreign language in early modern England, the cheapest and most useful tool available was a multilingual conversation manual. Working from a corpus of over 300 editions, this chapter charts the changing place of these texts in the early modern print market: price, authorship, what languages they offered, and how they developed as a physical object. Using these books, readers engaged with the multilingual oral and aural worlds of early modern Europe. Changes in the form of these manuals over time were closely tied to developments in pedagogy and reading. The kind of reading advocated by these manuals was rarely silent or abstract. In teaching skills from correct pronunciation to social interaction, these manuals demanded that readers confer the text with the oral, sociable world beyond. This chapter offers a new way of understanding linguistic education, multilingual reading, and shifting ideals of linguistic competence.
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Potočnik Topler, Jasna, and Mojca Kompara Lukančič. "Communication Skills in ESP: The Case of Tourism Students and Students of Criminal Justice and Security in Slovenia." In Language for Specific Purposes in the Framework of Criminal Justice and Security, 123–42. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fvv.6.2022.6.
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This paper examines the communication skills in English for Specific Purposes (ESP) of tourism students and students of criminal justice and security in Slovenia. For tourism students and those of criminal justice and security, speaking foreign languages and mastering rhetoric skills in the English language is essential. In this survey, students’ speaking skills during their oral presentations in English were analysed. The survey, carried out in the academic years 2019/20, 2020/21 and 2021/22, has shown that the majority of students of tourism enrolled at the Faculty of Tourism of the University of Maribor and students of criminal justice and security enrolled at the Faculty of Criminal Justice and Security of the same university, make pronunciation and grammar mistakes and that vocabulary is the language feature that is used most appropriately. The students’ most common mistakes are the following: incorrect pronunciation of some nouns, verbs, and proper names, pronouncing the wrong syllable, and the incorrect usage of tenses.
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Ramirez-Avila, Maria Rossana, and Darwin German Gaona. "Peer Feedback Through Voki to Raise Students' Awareness of the Register in Spoken Activities." In CALL Theory Applications for Online TESOL Education, 365–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6609-1.ch016.
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Speaking is challenging in EFL students living in a Spanish-speaking country. It was the case of the participants of this study. They were teenagers of a public high school located in Ecuador. An action research was implemented. The design was quasi-experimental. Data was collected with through pre- and posttests and pre- and post-surveys. Cohen's d=3.34 indicates a large impact for improving speaking with the use of peer feedback and Voki; a p=0.000 shows statistically significant results that were due to the intervention. The instruments also collected information regarding students' perspectives towards fluency, pronunciation, peer feedback, and register. Results indicated a large change of students' opinion favoring peer feedback and register, as well as a slight change in their opinion related to fluency and pronunciation. The findings also show that this research study has implications for educators, directors, and principals of institutions who are interested in improving the English-speaking skills of their students.
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"Chapter Twelve: Pronunciation as Life and Death: Improving the Communication Skills of Non-Native English Speaking Pathologists." In English Language and the Medical Profession: Instructing and Assessing the Communication Skills of International Physicians, 261–85. BRILL, 2011. http://dx.doi.org/10.1163/9781780523859_013.
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Chauhan, Dr Swati. "DEVELOPMENT OF LANGUAGE SKILLS THROUGH LITERATURE." In Futuristic Trends in Social Sciences Volume 3 Book 19, 352–58. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bjso19p2ch15.
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In the realm of instructing foreign languages, literature holds a paramount position in fostering the foundational language competencies, which include reading, writing, listening, and speaking. It serves as a highly effective approach for instructing these core language abilities and language components such as vocabulary, grammar, and pronunciation. In contemporary education, many educators employ literature as a captivating teaching technique to engage their students. Translation, in particular, provides students with opportunities to hone their lexical, syntactic, semantic, pragmatic, and stylistic knowledge. Classroom interactions with literary texts often encompass preparatory exercises, interactive exploration of the material, and subsequent activities, rendering the learning process both enjoyable and efficient. Careful selection of literary texts holds significant importance as it exerts a lasting and valuable impact on learners' linguistic and non-linguistic knowledge. The study of poetry can provide learners with at least two distinct advantages: A critical understanding of the author's poetic theory, which students acquire through the analysis of various elements within poems. Developing a deeper grasp of language leads to enhanced vocabulary and analytical skills over time. Incorporating drama into the curriculum also aids students in becoming acquainted with grammatical structures within contextual settings. Additionally, it equips them with the tools to express themselves effectively, convey information, and exercise control over the language. Since dramas typically revolve around social events, they contribute to the improvement of learners' personality and behavior. Utilizing novels as an educational asset yields advantages not only in grasping the intricacies of language structure but also in gaining a profound insight into life within the cultural framework of the target language. Novels serve as mirrors reflecting the intricacies of people's everyday lives, shedding light on human experiences and enriching understanding.Therefore, literature not only enhances learners' verbal and written proficiency but also serves as a doorway to explore the culture associated with the target language, enriching students in both linguistic and cultural aspects.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.
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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Kan, Qian, and Jinlan Tang. "Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China." In Mobile Devices in Education, 180–209. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch012.
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Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
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Jakušina, Marta, Valērija Krasovska, and Alise Valtere. "Valodniecības pētījumu nozīmīgums logopēda profesijā." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 30–39. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.030.
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The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of the study is to research and describe the importance of linguistic research results to speech and language therapists. In the course of studying children’s speech in 2019 and 2020 in different cities of Latvia, it was found that children of pre-school age, regardless of their mother tongue, have widespread sound pronunciation disorders, e.g. elision of the sound r (bukāns, tīs) or substitution of the sound with another sound (klāsas, klūze, gjiež). However, minority children speaking in Latvian have additional difficulties pronouncing the sounds that are not present in their native Russian. Frequently, long vowels are pronounced as short vowels, e.g. when asked what it is/they are? (ābols, krūze, šķēres, grāmata, burkāns) and what it does/they do? (ēd) the children answer abols, kruze, šķeres, gramata, burkans ed, etc., because, in their native language, there are only short vowels. The substitution of broad vowel e [ae] with the narrow e, e.g. ed [ed], is caused by the same reason. Pronunciation of the diphthong o [uo] as a long vowel has also been observed, e.g. pōgas (pogas). When children are not sure of the proper ending of a word, they do not pronounce it, e.g. abol (ābols), putn (putni), žiraf (žirafe). The speech studies of minority children also showed a large number of grammatical and vocabulary errors, which affect the development of their language and may, in the future, lead to difficulties and disruptions in the learning of the language, which, in more severe cases, lead to a disruption in the learning of subjects at school. The study results showed that in Latvia, the bilingualism of the minority pre-school children is relative. In general, only children whose families are bilingual or who attend the pre-school education groups with Latvian as the communication language speak well both their native language and Latvian. Observations during the National Research Programme show that speech therapists increasingly face the demand for minority children to learn Latvian as the second language; however, speech therapists do not have information about implementing corrections in such cases. Therefore, research on the characteristics of bilingualism and results of language studies are useful for speech therapists in diagnosing, correcting, and preventing disorders. The speaking and language skills of many minority children of pre-school age are still insufficient to continue successful learning in Latvian or bilingually. There are many phonetical and grammatical errors in their speech, while a poor vocabulary interferes with expressing thoughts and engaging in conversation. Both teachers and speech therapists need modern theoretical and practical training to raise their qualifications and implement a common understanding of the problems. The lessons learned from this project are incorporated into the bachelor’s theses of Marta Jakušina, Valērija Krasovska, and Alise Valtere.
Conference papers on the topic "Speaking / pronunciation skills"
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Chicho, Kanar, and Ahmed Abdulla. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.
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Language educators aim to promote speaking skills because speaking skills are one of the productive skills that make language learners create meaningful conversations and dialogues with the target language. There are different methods and strategies for promoting speaking skills, such as communicative language teaching (CLT) and story-telling strategies. CLT aims to have communication and discussions in the class, and so does the story-telling. The researchers conducted studies on making foreign language learners speak the target language. They concluded that enhancing speaking skills requires actively involved students, and for that, the language instructors need to use some tools and strategies. Moreover, the story-telling strategy involves the students practicing their speaking skills, and this technique aims to improve their speaking skills in a real-life situation. Thus, this research paper explores the values of story-telling strategies in the EFL classroom. A qualitative research design was implemented, and the data was collected from secondary sources such as research articles. For analyzing the data, a thematic analysis was used. The results demonstrated that story-telling was highly sufficient in improving speaking skills. It enhances the capacity of capturing new vocabularies, fostering pronunciation. It also enables the learner’s imitation skill, expanding the learner’s communication, including their criticality, and increasing the learning desire to use the target language. In brief, story-telling strategies help the language learners to use the target language, and it also helps the learners to improve their speaking skills.
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Cardoso, Walcir, and Geneviève Bibeau. "Enhancing pronunciation instruction for non-francophone immigrants in Quebec: a technology-assisted proposal." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16984.
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This paper has two objectives. In Part 1, we report the findings of a mixed-method study that examines the pronunciation needs of non-francophone immigrants in Quebec after they complete the Program for the Linguistic Integration of Immigrants (known as “francization”), a language learning initiative to equip non-French-speaking immigrants with essential French skills. The findings indicate a noticeable disparity between the instruction provided to learners in the program and their practical requirements in real-life situations, and a strong need by the participants to improve their pronunciation autonomously post francization. Part 2 of the study addresses the pedagogical implications of these findings, in which we address our participants’ needs with a set of technology-enhanced pedagogical recommendations for blended and autonomous learning.
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Almeida, Adriana Barretta. "English as an international language and Google's pronunciation tool." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-188.
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Introduction: The Google pronunciation tool is widely used by English teachers to improve students' pronunciation, and is also, and mainly, an accessible tool for online teaching, as it is available free of charge to all users of the platform. Objective: This article questions how beneficial or harmful this use can be for teaching speaking skills. Materials and Methods: This tool was analyzed in this article in light of the concept of English as a Lingua Franca (ILF), which proposes a decolonial look at the teaching-learning of the language, untying the concept of proficiency from the perfect imitation of the pronunciation of natives of the countries of greater hegemonic power, mainly the United States and England. We explore the evolution of English teaching in Brazil, highlighting a post-structuralist approach to language, which questions the traditional view of language as a structured system ready to be “acquired”. In this sense, a flexible approach is advocated that values the different variants of English, including that spoken by non-natives. In this article, we carried out an investigation into the use of the tool by a student at level B1 (pre-intermediate). Images of the screen were recorded showing the tool's assessment of the student's pronunciation. Results: The Google tool, although useful, is criticized here for restricting itself to prestigious variants and promoting a purist view of pronunciation. The corrections proposed by the tool demonstrate a restricted view of the language, suggesting modifications that would not interfere with the intelligibility of the student's speech. Conclusion: We propose an expansion of pronunciation options and a more flexible approach to assessing speech intelligibility, reflecting linguistic diversity. These considerations are urgent given the importance of Information and Communication Technologies (ICTs) in contemporary teaching.
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Latkovska, Evija, and Amanda Cine. "Gamification Elements in English Lessons to Encourage Young Learners’ Communication in a Foreign Language." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.46.
Full textAbstract:
Communication is a part of people’s lives. Speaking with each other is one of the most general ways of communication. If in one’s native language speaking skills are acquired naturally in the due course of a person’s development, in a foreign language speaking has to be learnt in a more purposeful manner. Furthermore, it has to be noted that not always speaking means communication as the latter entails its specific strategies. Therefore, people, who find communication problematic in their native language, may look upon communication in a foreign language as a challenge. It is because besides personality traits and communication strategies, people have to know vocabulary, pronunciation and grammar of a foreign language. The authors of the present study being involved in teaching English as a foreign language and its methodology are of the opinion that when young learners start learning a foreign language, teachers are the ones who help pupils get ready for speaking and communication, doing it in a way that is appealing and motivating for pupils. Taking into account characteristics of primary school pupils and recent trends in education, the aim of the study is to explore how pupils of Grade 3 can be encouraged to speak in English if gamification elements are incorporated in speaking activities. Research method was a case study (a research sample – 16 pupils 9 to 10 years old); data was collected using teacher observation of the lesson routine. The main findings show that gamification elements incorporated in speaking activities encouraged the pupils to speak up in English boosting their self-confidence. A scoreboard, points, badges and reward as gamification elements used in the particular study helped the teacher attract the pupils’ attention and they used the chance given by the teacher to communicate in English.
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Balagiu, Alina, Marioara Patesan, and Dana Zechia. "STEPS IN DEVELOPING AN ENGLISH E-CLASS BASED ON LISTENING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-004.
Full textAbstract:
There are many reasons for developing materials or even a whole course based on listening skill. First of all, people have different abilities for learning a foreign language and part of them rely on their aural capacity, so that we can suppose that it would be easier for them to acquire knowledge based on what they can hear. Secondly, the learner can be exposed to listening stimuli every day if the teacher knows how to find the way to guide him towards developing the skill. Listening to different people speaking, could help the student with his pronunciation. Thirdly, a course on line is more attractive if it is based on the listening with or without image. An audio visual material could be exploited in many ways by designing exercises for reading, listening, writing, grammar and speaking, according to the purpose of those implied in the educational process. Even if the teacher's role is reduced to supervising and monitoring, the students can work at their pace and concentrate more on their individual needs. The teacher's work can be seen in the way they develop the courses, the subjects, that in our case, may be used both for military and civilian students that are prepared for maritime environment. Such an e-learning-based class should interweave the traditional steps in designing a plan for a class with the modern visual and aural methods represented by e-learning. Pre-listening and post-listening exercises may be connected to other skills in order to enhance the vocabulary in a certain field.
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Assanova, D., and M. Knol. "Interlanguage interference in the acquisition of foreign language pronunciation." In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-42.
Full textAbstract:
When considering interference from a psycholinguistic point of view, it becomes obvious that the speech flow is automatically divided into bundles of differential features that are identical to the elements of the native language. Signs of phonemes that are irrelevant from the point of view of the phonological system of the native language, but differentially significant from the point of view of the foreign language, are discarded, and, conversely, signs that are absolutely insignificant for a non-native language are the main ones in the perception and reproduction of speech in a foreign language. Thus, it turns out that a native speaker of any language turns any unfamiliar sound (or any sound sequence) into a sequence of phonemes of the native language, resulting in an incorrect phonological interpretation. The properties of a bilingual, which are determined by the phonological hearing that exists in his linguistic consciousness, can be considered the most general explanation of the phenomenon of interference itself. Teachers and methodologists pay considerable attention to this phenomenon primarily because the process of superimposing the systems of the native language on the system of the non-native (or interference) generates an accent in the speech of a bilingual native speaker, which is like a kind of mirror, where the signs of the native language are reflected. If the accent is a system of stable skills of incorrect speaking, then the mistakes in pronunciation that inevitably occur in the speech of a bilingual when learning a folk language are random, but they are often difficult to correct. In order to quickly correct them, teachers should know the reasons for their occurrence.
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Song, Meishu, Emilia Parada-Cabaleiro, Zijiang Yang, Xin Jing, Kazumasa Togami, Kun Qian*, Björn W. Schuller, and Yoshiharu Yamamoto. "Parallelising 2D-CNNs and Transformers: A Cognitive-based approach for Automatic Recognition of Learners’ English Proficiency." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001000.
Full textAbstract:
Learning English as a foreign language requires an extensive use of cognitive capacity, memory, and motor skills in order to orally express one’s thoughts in a clear manner. Current speech recognition intelligence focuses on recognising learners’ oral proficiency from fluency, prosody, pronunciation, and grammar’s perspectives. However, the capacity of clearly and naturally expressing an idea is a high-level cognitive behaviour which can hardly be represented by these detailed and segmental dimensions, which indeed do not fulfil English learners and teachers’ requirements. This work aims to utilise the state-of-the-art deep learning techniques to recognise English speaking proficiency at a cognitive level, i. e., a learner’s ability to clearly organise their own thoughts when expressing an idea in English as a foreign language. For this, we collected the “Oral English for Japanese Learners” Dataset (OEJL-DB), a corpus of recordings by 82 students of a Japanese high school expressing their ideas in English towards 5 different topics. Annotations concerning the clarity of learners’ thoughts are given by 5 English teachers according to 2 classes: clear and unclear. In total, the dataset includes 7.6 hours of audio data with an average length for each oral English presentation of66 seconds. As initial cognitive-based method to identify learners’ speaking proficiency, we propose an architecture based on the parallelization of CNNs and Transformers. With the strengthening of the CNNs in spatial feature representation and the Transformer in sequence encoding, we achieve a 89.4% accuracy and 87.6%. Unweighted Average Recall (UAR), results which outperform those from the ResNet architectures (89.2 % accuracy and 86.3 % UAR). Our promising outcomes reveal that speech intelligence can be efficiently applied to “grasp” high level cognitive behaviours, a new area of research which seems to have a great potential for further investigation.
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Momcilovic, Nikoleta, and Dina Petrovic. "STUDENT ATTITUDES ON THE USE OF NEW MEDIA IN LEARNING GERMAN AS A FOREIGN LANGUAGE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-104.
Full textAbstract:
The rapid and intense development of new media brought about a significant change in foreign language learning, acquiring and developing language proficiency of students. Changing the paradigm of learning a foreign language under the influence of cyberspace, provides the potential for successful mastering of educational content in the field of language and language skills such as grammar, reading, writing, pronunciation, listening, speaking and culture. The use of new media for learning a foreign language is very frequent in young people, especially in developed countries, while in Serbia, these issues are still insufficiently investigated. Consequently, the main objective of this study is aimed at testing students' opinions on the use of new media, especially online materials that support successful learning of German language. The main survey instrument was a structured interview, which was carried out on a selected sample of students of Faculty of Philosophy in Nis (N = 40) who learn German as a foreign language. Data processing was performed using descriptive statistics and qualitative approach, the analysis of respondents' answers, percentages and frequencies. The results confirmed the initial hypothesis that the students in learning the German language use a variety of new media resources and have a positive attitude towards online learning materials. According to the responses, it can be concluded that the largest number of students use laptop or home computer, especially when study at home, while the use of tablets and mobile phones is less common. The data show that there is a trend of using a variety of online materials that students recognize as significant support in learning German. Research findings indicate that the use of online materials in learning the German language is on the rise, and recommend the greater involvement of institutions, especially faculties, in the process of modernization of teaching and learning.
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Constantin, Andreea raluca. "TEACHING AND LEARNING ENGLISH BY MEANS OF ONLINE SOURCES." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-244.
Full textAbstract:
Learning foreign languages in the 21st century is a human necessity, a prerequisite for personal and professional success, an activity impossible to avoid. In addition, learning English, considered a lingua franca, a language so widely spread in the virtual world, mass media, advertising, music, TV shows, etc. can be easy, entertaining and accessible. Starting from the topic of this workshop, based on my own experience as a Foreign Language Teacher and backed up by specialised courses for teachers of English, this paper aims to review, in a development focused manner, several authentic materials that teachers can use in class and to discuss the variety of sources that students can resort to and use individually. On the one hand, teachers can tailor articles or stories from blogs, company websites, brochures, newspapers, magazines, etc, which, although not written for academic purposes, do contain real life situations, case studies, the genuine vocabulary of a specific field. This article will provide practical examples of online texts modified for the level of the students and the variety of activities derived from this adaptation, thus, matching reading, writing, speaking or vocabulary activities. On the other hand, students, fond of and familiar with the virtual world, and who possess the necessary "habits of mind associated with these technologies" (Beetham and Sharpe, "An Introduction to Rethinking Pedagogy for a Digital Age", 2007: 5) should be encouraged to use the Worldwide Web wisely in order to improve their language skills. Mobile apps for language learning (such as: http://freerice.com or https://www.duolingo.com/) or the inputs given by http://www.bbc.co.uk/learningenglish/ can be used by students on their own, in the comfort of their home. This paper will analyse the two apps and some Podcasts that can help learners to correct their pronunciation, giving them the confidence they need to express themselves in public.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.
Full textAbstract:
This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
Reports on the topic "Speaking / pronunciation skills"
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.
Full textAbstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.