Relevant bibliographies by topics / Teaching English pronunciation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching English pronunciation'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teaching English pronunciation"

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Yule, George. "Teaching English pronunciation." System 18, no. 1 (January 1990): 107. http://dx.doi.org/10.1016/0346-251x(90)90033-2.

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Morley, Joan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." TESOL Quarterly 27, no. 4 (1993): 759. http://dx.doi.org/10.2307/3587415.

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Hirvela, Alan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." Modern Language Journal 78, no. 3 (1994): 393. http://dx.doi.org/10.2307/330126.

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Lutfiani, Dewi. "Using Tongue Twister to Improve Students’ Pronunciation." ELLITE: Journal of English Language, Literature, and Teaching 2, no. 2 (December 12, 2017): 110–15. http://dx.doi.org/10.32528/ellite.v2i2.1511.

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peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.
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Karlina, Yeni, Amin Rahman, and Raqib Chowdhury. "Designing Phonetic Alphabets for Bahasa Indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 726–34. http://dx.doi.org/10.17509/ijal.v9i3.23223.

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The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.
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Gilakjani, Abbas Pourhossein. "English Pronunciation Instruction: Views and Recommendations." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1249. http://dx.doi.org/10.17507/jltr.0806.30.

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Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper indicated that the objective of pronunciation instruction is not to gain native-like pronunciation and speak exactly like native speakers of English. Instead understandable pronunciation should be the ultimate aim of oral communication.
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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?" Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 967. http://dx.doi.org/10.17507/jltr.0705.18.

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One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.
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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.

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<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>
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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.

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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.
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Eunyoung Park. "Teaching English Pronunciation Using Internet Websites." EDUCATIONAL RESEARCH 45, no. ll (June 2009): 165–82. http://dx.doi.org/10.17253/swueri.2009.45..007.

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Dissertations / Theses on the topic "Teaching English pronunciation"

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Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.

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This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.
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Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.
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Aarinen, J. (Jenni). "Teaching and learning English pronunciation in Finland." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905111724.

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Abstract. The purpose of this Bachelor’s thesis is to review existing literature regarding the teaching and learning of English pronunciation with the perspective of Finnish education. As English has become a worldwide language, in the future, people will need to be more adaptable to the versatile front of international spoken English, leading to the need for English as foreign language students to be able to understand and speak a comprehensible variation of it. Most students in Finland start learning English in the beginning of elementary school, and by the time they finish comprehensive school, they will be expected to understand various accents, and speak an intelligible variation of English themselves. However, students do not need to become ‘perfect pronouncers’, but confident and comprehensive users of spoken English (Atli & Bergil, 2012). This, already, establishes the need for quality pronunciation education. In this thesis, schools’ explicit influence in the acquisition of pronunciation is looked through the general viewpoint of foreign language learning in Finland, before considering the importance and intelligibility issues of pronunciation teaching and learning. The aim of this literature review is to discover the methods and techniques used to teach English pronunciation to Finnish students, in addition to considering the various aspects affecting the optimization of the learning. Furthermore, it is found, that factors such as age, personal background and motivation affect the learning of English pronunciation. Also, the schools’ and teachers’ impact on the learning process are considered. Pronunciation remains an integral part of language learning, and it should be given its due recognition in foreign language teaching and learning, as it paves way for intelligibility and comprehensibility.Tiivistelmä. Tämän kandidaatintyön tarkoitus on tarkastella olemassa olevaa kirjallisuutta englannin lausumisen opettamisesta ja oppimisesta Suomen koulutuksen näkökulmasta. Koska englannista on tullut maailmanlaajuisesti käytetty kieli, ihmisten tulee tulevaisuudessa olla paremmin sopeutuvia sen monipuolisiin muotoihin. Tämä tarkoittaa, että englantia vieraana kielenä oppivan oppilaan tulee pystyä ymmärtämään ja puhumaan sitä ymmärrettävästi. Suurin osa suomalaisista oppilaista alkaa opiskelemaan englantia ala-asteen ensimmäisillä luokilla. Peruskoulun päättyessä heidän oletetaan myös ymmärtävän erilaisia englannin aksentteja ja puhesävyjä. Oppilaiden ei kuitenkaan tarvitse osata täydellistä englannin lausuntaa, mutta heidän toivotaan olevan itsevarmoja ja ymmärrettäviä englannin puhujia. Jo tämä vahvistaa englannin lausumisen opiskelun tarpeen. Tässä kandidaatintyössä käydään läpi koulun vaikutusta englannin lausumisen oppimiseen vieraan kielen opetuksen näkökulmasta ennen lausumisen opiskelun tärkeyden ja ymmärrettävyyden käsittelyä. Tämän kirjallisuuskatsauksen tarkoitus on tarkastella suomenkielisten oppilaiden englannin lausumisen oppimisen menetelmiä ja toteutumista, sekä sen oppimisen mahdollistamista. Koulussa tapahtuvan opetuksen lisäksi tarkastellaan muita englannin lausunnan oppimiseen vaikuttavia tekijöitä, kuten oppilaan ikää, kielellistä taustaa sekä motivaatiota. Myös koulun ja opettajan rooleja oppimisen optimoinnissa käsitellään. Lausunta on yksi kielen olennaisimmista osista, mikä tulee huomioida vieraan kielen opetuksessa ja oppimisessa, sillä se tukee oppilaan lausunnan ymmärrettävyyttä.
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Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.
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Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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Andersson, Sigrid. "Pronunciation Teaching in the Swedish EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34572.

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This essay aims to explore how Swedish teachers of English view the shift from a Native Speaker ideal to English as a Global Language in connection to pronunciation teaching. The essay also aims to explore how the teachers teach this in practice. By interviewing five professional teachers, the results of the study showed that most of the teachers did not teach pronunciation explicitly and believed that pronunciation teaching should be integrated into other parts of language learning. None of the teachers claimed to expect their students to be able to speak with a native accent but believed that the previous views on pronunciation teaching, to some extent, still lingers on. Furthermore, all teachers did use American English or British English when teaching pronunciation but did not expect their students to use these dialects when speaking English. The teachers believed that their students mainly spoke with a dialect influenced by American English since this dialect is what the students mostly hear outside the classroom.This essay is primarily relevant to Swedish EFL teachers and students who are becoming teachers of English, but this study may also contribute to global research within pronunciation teaching. Because of the lack of guidelines regarding pronunciation teaching in the syllabus, the insight in the views and teaching methods of pronunciation teaching can function as a guideline and inspiration for how to teach pronunciation in a continuously globalized world where the views on the English language continually changes.
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Umezawa, Kaoru. "Japanese pitch accent and the English speaking learner : a study of production, perception and teaching." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251751.

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Chan, Nga-ting, and 陳雅庭. "A study of English pronunciation teaching of stress and rhythm to Cantonese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517605X.

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Warsame, Ramlah. "The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43163.

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This study aims to explore teacher beliefs on accents in the classroom and how they affect classroom practices as well as the teachers views on the LFC approach. Furthermore, the study investigates whether there exists a possible disconnect between teachers and the Swedish National Agency for Education when it comes to deciding what approach to take when teaching English pronunciation. The study is based on semi-structured interviews with five Secondary school and Upper Secondary School English teachers in Sweden, whose work experience ranged from six months to 22 years. The study found that the teachers with more experience were more likely to prefer the inner circle English accents and use them as a benchmark for correctness. Phenomena like the native-speaker ideal, which means to idealize native speakers and view them as better speakers of English, can be linked to the teachers age and experience. Moreover, some teachers expressed feeling pressure from students to sound native-like and felt disfavored as some schools showed a preference for hiring native speakers as English teachers. Thus, a haloeffect for teachers speaking with an inner-circle English accent was identified, which affects students’ and employers’ perception of non-native EFL-teachers. The study also found that while some of the teachers were familiar with the Lingua Franca Core model, none of them had taught it. The study concludes that there is a disconnect between the teachers and Skolverket’s steering documents, as most of the teachers felt that Skolverket does not explicitly call for pronunciation teaching and were unsure of the demands. Furthermore, this calls for clearer demands from Skolverket as well as re-formation programs for experienced teacher to change their beliefs on non-native accents.
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Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.
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Books on the topic "Teaching English pronunciation"

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Kenworthy, Joanne. Teaching English pronunciation. London: Longman, 1987.

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Susan, Ehrlich, ed. Teaching American English pronunciation. Oxford [England]: Oxford University Press, 1992.

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Rogerson-Revell, Pamela. English phonology and pronunciation teaching. London: Continuum, 2011.

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Boles, David. Teaching english pronunciation in Korea. [S.l: The Author], 1997.

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Pennington, Martha C., and Pamela Rogerson-Revell. English Pronunciation Teaching and Research. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-47677-7.

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Pronunciation practice activities: A resource book for teaching English pronunciation. New York: Cambridge University Press, 2004.

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Dalton, Christiane. Pronunciation. Oxford: Oxford University Press, 1994.

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Waniek-Klimczak, Ewa, and Mirosław Pawlak, eds. Teaching and Researching the Pronunciation of English. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11092-9.

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Pronunciation games. Cambridge: Cambridge University Press, 1995.

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Wong, Rita. Teaching pronunciation: Focus on English rhythm and intonation. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Book chapters on the topic "Teaching English pronunciation"

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Pennington, Martha C., and Pamela Rogerson-Revell. "Assessing Pronunciation." In English Pronunciation Teaching and Research, 287–342. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_6.

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Mompeán-Guillamón, Pilar. "Sound Symbolism and Pronunciation Teaching: a Preliminary Study." In Investigating English Pronunciation, 243–59. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_11.

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Avery, Peter, and Susan Ehrlich. "Preliminaries to Teaching Pronunciation." In Practical English Phonetics and Phonology, 259–62. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-24.

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Crystal, David. "Teaching the Pronunciation of English." In Practical English Phonetics and Phonology, 269–74. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-26.

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Lennon, Paul. "Pronunciation." In The Foundations of Teaching English as a Foreign Language, 121–49. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-5.

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Brinton, Donna M. "Innovations in pronunciation teaching." In The Routledge Handbook of Contemporary English Pronunciation, 448–61. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-28.

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Henderson, Alice, Lesley Curnick, Dan Frost, Alexander Kautzsch, Anastazija Kirkova-Naskova, David Levey, Elina Tergujeff, and Ewa Waniek-Klimczak. "The English Pronunciation Teaching in Europe Survey: Factors inside and outside the Classroom." In Investigating English Pronunciation, 260–91. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_12.

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Pennington, Martha C., and Pamela Rogerson-Revell. "The Nature of Pronunciation." In English Pronunciation Teaching and Research, 1–55. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_1.

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Pennington, Martha C., and Pamela Rogerson-Revell. "Framing the Teaching of Pronunciation." In English Pronunciation Teaching and Research, 119–72. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_3.

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Pennington, Martha C., and Pamela Rogerson-Revell. "Relating Pronunciation Research and Practice." In English Pronunciation Teaching and Research, 401–63. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_8.

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Conference papers on the topic "Teaching English pronunciation"

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Xu, Qing, and Dongdong Qiu. "Praat-assisted English pronunciation teaching." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056940.

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Bityutskikh, Ksenia, and Nadezhda Kuzmina. "TEACHING ENGLISH PRONUNCIATION ONLINE: A GAMIFICATION JOURNEY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1205.

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Madjid, Hilda Izzati, Amelia Rahmawati, Elvi Rahmawati, and Eva Ihda Farihatunnisa’. "The Correlation Between Pre-Service Teachers’ Listening Habit and Pronunciation Awareness." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.044.

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Kissova, Olga. "THE ROLE AND GOALS IN TEACHING ENGLISH PRONUNCIATION." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s14.105.

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Proença, Jorge, Ganna Raboshchuk, Ângela Costa, Paula Lopez-Otero, and Xavier Anguera. "Teaching American English pronunciation using a TTS service." In SLaTE 2019: 8th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/slate.2019-11.

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Li, Ke. "The Application of Praat in English Pronunciation Teaching." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.150.

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Rais, Burhanudin, Dwiyanto Djoko Pranowo, and Rr Putri Intan Permata Sari. "The Use of Song in Teaching English Pronunciation." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.025.

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Quesada Vázquez, Leticia. "Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12906.

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Abstract:
The abrupt emergence of the COVID-19 pandemic in spring 2020 forced tertiary professors to urgently adapt the face-to-face courses they were lecturing to emergency remote teaching. Researchers of different fields have started to investigate and share their thoughts on which are the best methodologies to guarantee a high-quality learning experience while coping with students’ anxiety and teachers’ lack of technical background. The present study examines the adaptation of an English pronunciation course at Rovira i Virgili university to the online setting imposed by the outbreak of the pandemic. The students who took the course were asked to fill in a satisfaction survey containing multiple choice, Likert scale and open questions on the different measures taken and the general progress of the course. Results show that students were higly satisfied with the adaptation of the course to the online context, and that the methods adopted and tools provided were useful and sufficient to continue with the adequate functioning of the course. Hence, this study is a sample of how to teach pronunciation remotely in particular, and how to successfully adapt a face-to-face university course to emergency remote teaching in general, guaranteeing students’ learning and engagement.
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Bellés-Fortuño, Begoña, and Lucía Bellés-Calvera. "Learning Pronunciation with OERs: a practical case for Medicine students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5571.

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The aim of this study is to improve English pronunciation in the university classroom of first-year Medicine students through the use of OERs. Technologies such as Voki or LEO network are used in the practical sessions of the English for Health Sciences module. Voki platform allows learners to practise and improve their fluency and spoken skills in the target language. LEO network was also used to allow students to exercise and check their pronunciation performance with the tool ‘Learn English through dictation’. Two surveys addressed to students tried to delve into their level of English pronunciation and the importance given to this ability up to now. We aimed at knowing how much the students were exposed to pronunciation training before entering university and whether this training was presented through the use of new technologies. First-year Medicine students seemed motivated to the improvement and learning of pronunciation techniques through the use of OERs. A final questionnaire revealed that, although the teaching proposal with the use of computer tools was rewarding, not all of them seemed so fond of new technologies as expected.
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Sukhovalov, Ilia, Elena Shamina, and Elena Besedina. "SYSTEMIC APPROACH TO TEACHING PRONUNCIATION (A CASE OF TEACHING GENERAL AMERICAN ENGLISH PRONUNCIATION TO RUSSIAN SPEAKERS)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0435.

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