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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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Tegnered, Axel, and Jonas Rentner. "Teachers’ Views on Teaching English Pronunciation : A Phenomenographic Study of Upper-secondary Teachers’ Views and Reported Practices." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177896.
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This study investigates Swedish upper-secondary teachers’ views and reported practices regarding pronunciation instruction in the English-as-a-foreign-language classroom. It adopts a mixed-method design, analysing qualitative data collected from a focus-group interview (N=4) and quantitative data collected from an online survey (N=54). To investigate the views and reported practices of teachers, the following research questions were posed: 1. What are the views and attitudes of English teachers in the Swedish upper-secondary school regarding pronunciation and pronunciation instruction? 2. How do English teachers in the Swedish upper-secondary school describe their own practices in pronunciation instruction? Results indicate that teachers generally value comprehensibility as the most important aim of pronunciation instruction. However, a native-like accent still seems to be highly valued, and nativeness norms still seem to affect teachers’ views and practices to some extent. Finally, our findings indicate that teachers spend very little time on pronunciation teaching in general, and they highlight that other aspects of language instruction are more important.
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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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Ng, Weng Kei Kei. "An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teaching." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953429.
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Borland, Karen. "The Use of Songs in the ESL / EFL Classroom as a Means of Teaching Pronunciation: A Case Study of Chilean University Students." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32855.
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In this thesis, I set out to investigate whether the use of songs can help L2 speakers learn to better perceive and produce suprasegmental phenomena. Effective pronunciation skills are necessary for successful communication and as such can greatly impact one’s personal, social, and professional life. Studying the use of songs for teaching pronunciation is interesting because as a linguistically rich material, songs can enhance learning due to their positive affective, social, and cognitive influence in the L2 classroom. Using songs to teach pronunciation within a Communicative Language Teaching (CLT) framework constitutes a novel approach to an underexplored area of classroom research. In order to learn how using songs might help native Spanish speakers learn English suprasegmentals, I conducted a mixed methods exploratory short-term case study of Chilean university students studying English Language and Literature at the Universidad Católica de Chile. Using three groups: a control, songs, and no-songs group, the pre- to post-course progress was measured first with the two treatment groups combined and then with them separated. In this way we were able to measure the effectiveness of songs compared to other materials as well as to no intervention whatsoever. After two weeks of instruction, we found that using songs can significantly help in the production of the schwa when reading a text and of thought groups when speaking freely. Results obtained in listening tests were not statistically significant. However, closer examination of the performance of individual songs- group participants showed not only a greater than average progress in different suprasegmental areas in both listening and speaking, but also an appreciation of songs as an effective and enjoyable means of learning pronunciation. It would be advantageous for future research to explore the effects of teaching the pronunciation areas using the same methodology but for longer periods of time with delayed post-course testing to determine whether the effects are long-term. In addition, further exploration into the relationship between pronunciation perception and production could provide insight for the development of more effective teaching techniques.
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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.
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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; TESOL
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Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
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English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
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Kanellou, Vasiliki. "The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/28787/.
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As part of an extensive survey of the relevant literature on the place and practice of pronunciation teaching, over 50 ‘ELT’ and ‘Pronunciation’ handbooks were reviewed. The main ideas and arguments of all handbook writers were drawn together in the form of 11 themes which provided the basis for the research questions and the research instrument of the study reported in this thesis. The study provided a comprehensive overview of current attitudes and practice in terms of pronunciation status and role, pronunciation models and targets and pronunciation teaching techniques in one major European city,Thessaloniki, Greece. Questionnaires were completed by 327 upper intermediate and advanced EFL learners and 47 EFL teachers. Additionally, interviews were conducted with 12 EFL teachers. The study explored the extent to which ELT writers’ views agreed with EFL teachers’ views. In many cases discrepancies emerged between what the experts advised and the teachers’ perceived priorities and reported practises; possible explanations and appropriate recommendations are provided as part of this thesis. A number of factors are identified as having a different effect on the perceived status of pronunciation; learners’ age, level of English, language learning purpose, language context and L1. This thesis is an attempt to seek to establish a rightful place for pronunciation in TEFL. In terms of pronunciation models, there was an overwhelming preference for RP and GA by the teachers and learners of this study. Nevertheless, the teachers would be largely content with accented international intelligibility whereas many learners would aspire to native-like pronunciation (NLP). It is recommended that teachers should help those learners who wish to achieve NLP to do so and that an updated version of RP or GA is the most appropriate pronunciation model for the teachers to adopt and the learners to follow in the context of TEFL in Greece.
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Leinonen, R. (Rita). "“So that you’re feeling comfortable in speaking the language”:teacher students’ views on teaching the pronunciation of English." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705111805.
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The topic of the thesis is teacher students’ views on teaching the pronunciation of English. The topic is relevant because English is the language of international communication. Also, the topic appears not to have been researched before in Finland. The purpose of the study is to examine teacher students’ views on teaching the pronunciation of English and to investigate which topics they find relevant within the theme. The study explores the empirical findings in the light of the sociocultural theory of learning and the communicative approach to language teaching. A number of studies related specifically to pronunciation and teaching pronunciation are also exploited in order to inspect the topic more comprehensively. Seven teacher students completing the university degree for English language teachers were interviewed for the study. They were at different stages of their studies, and they had little previous experience in teaching. The interviews were conducted as semi-structured interviews, that is, as interviews with pre-set themes and suggested questions. The data were analysed with the method of content analysis. The content analysis of this study progressed through the identification of the relevant individual utterances from the data to the abstraction of the individual utterances into groups, classes and themes. The main findings show that the teacher students who participated in the study consider learning a continuous process that facilitates development. They think that in teaching pronunciation, only one language norm should be adhered to while addressing the abundance of different English accents. Moreover, the teacher students regard speaking in general and the awareness of pronunciation as learning objectives, and they consider speaking and listening central methods for teaching pronunciation. The findings also reveal that the teacher students are not a homogenous group in their opinions about teaching the pronunciation of English. As a whole, the findings support the conclusion that the teacher students promote learner-led approach in teaching. Their views on teaching pronunciation are cohesive: the learning objectives, contents as well as methods and tools they promote are largely congruent with each other. Thus, the teacher students are able to contemplate teaching pronunciation as a whole while inspecting individual elements of it. Furthermore, their views are largely consistent with the theories and earlier research related to the topic. This suggests that the teacher students have relevant theoretical knowledge about teaching pronunciation, which they are able to apply when contemplating the practical implementation of teaching the pronunciation of EnglishTutkielman aihe on opettajaopiskelijoiden näkemykset englannin ääntämisen opettamisesta. Aihe on ajankohtainen, koska englantia käytetään kansainvälisen kommunikoinnin kielenä. Aihetta ei tekijän tietojen mukaan myöskään ole tutkittu aiemmin Suomessa. Tutkielman tarkoituksena on tutkia opettajaopiskelijoiden näkemyksiä englannin ääntämisen opettamisesta ja selvittää, mitkä asiat ovat heidän mielestään aiheessa keskeisiä. Tutkielman empiirisiä tuloksia tarkastellaan sosiokulttuurisen oppimiskäsityksen kautta ja lähestymällä opettamista kommunikatiivisesta näkökulmasta. Myös keskeisiä ääntämiseen ja ääntämisen opettamiseen liittyviä tutkimuksia hyödynnetään, jotta aihetta voidaan käsitellä mahdollisimman kokonaisvaltaisesti. Tutkimusta varten haastateltiin seitsemää opettajaopiskelijaa, jotka suorittivat englannin aineenopettajan yliopistotutkintoa. He olivat opinnoissaan eri vaiheissa, eikä heillä ollut merkittävää kokemusta opettamisesta. Haastattelut toteutettiin teemahaastatteluina eli haastatteluina, joissa teemat ja täydentävät kysymykset ohjasivat haastattelun kulkua. Aineisto analysoitiin sisällönanalyysillä. Tutkielman sisällönanalyysi toteutettiin etsimällä aineistosta keskeiset yksittäiset ilmaukset ja abstrahoimalla kyseiset yksittäiset ilmaukset ryhmiin, luokkiin ja teemoihin. Keskeiset löydökset osoittavat, että tutkimukseen osallistuneet opettajaopiskelijat ajattelevat oppimisen olevan prosessi, joka mahdollistaa kehittymisen. He ovat sitä mieltä, että vaikka ääntämisen opettamisessa tulee käydä läpi englannin aksenttien moninaisuus, tulee opettamisessa käyttää vain yhtä kielen normia. Opettajaopiskelijoiden mielestä puhuminen ja tietoisuus ääntämisestä ovat oppimistavoitteita, ja he näkevät puhumisen ja kuuntelemisen keskeisinä metodeina ääntämisen opettamisessa. Löydökset osoittavat myös, että opettajaopiskelijat eivät ole yhtenäinen ryhmä englannin ääntämisen opettamista koskevissa mielipiteissään. Kokonaisuutena löydökset oikeuttavat päätelmän, että opettajaopiskelijat kannattavat oppijalähtöistä näkökulmaa opettamiseen. Heidän näkemyksensä ääntämisen opettamisesta ovat johdonmukaisia: heidän tärkeinä pitämänsä opettamisen tavoitteet, sisällöt sekä metodit ja työkalut ovat keskenään yhteensopivia. Opettajaopiskelijat pystyvät siten hahmottamaan ääntämisen opettamisen kokonaisuutena, vaikka keskittyvätkin sen yksittäisiin elementteihin. Heidän näkemyksensä ovat lisäksi suurelta osin yhteneväisiä aiheeseen liittyvien teorioiden ja aiempien tutkimuksien kanssa. Tämä viittaa siihen, että heillä on oleellista teoreettista tietoa ääntämisen opettamisesta ja että he pystyvät soveltamaan tätä tietoa miettiessään ääntämisen opettamisen käytännön toteutusta
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Morris-Wilson, Ian. "Attitudes towards Finnish-accented English." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/3464.
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The thesis opens with a discussion of what attitudes are, and develops with a review of studies of attitudes towards pronunciation error, attitudes towards foreign accents and perception of foreign-accented speakers. The empirical part of the thesis attempts to identify how native (British) and Finnish listeners of English react to and evaluate typical segmental features of mispronunciation in the English speech of Finnish men and women of various ages. Two experiments using modifications of the matched-guise technique were conducted, one to consider error evaluation and to establish a hierarchy of segmental mispronunciation, the other to examine speaker evaluation, the image of the speaker created by the mispronunciation. Recordings of Finnish-accented English were presented to male and female listeners of various ages, and reactions collected. Statistical analyses of the results were carried out and the following general conclusions were drawn: the English labiodental lenis fricative /v/ when mispronounced in the typical Finnish manner as a labiodental frictionless continuant [u] is not tolerated by native English listeners at all, though it is highly tolerated by Finnish-speaking listeners (and Swedish-speaking Finns) themselves; the degree of mispronunciation in Finnish-accented English seriously affects listeners' estimations of the speaker's age, bad mispronunciation prompting under-estimation of age and good pronunciation over-estimation; both Finnish-speaking listeners and English-speaking listeners have almost identical clear pre-set standards about what constitutes 'good' and 'bad' pronunciation; a Finnish speaker's phonemically 'better' and 'worse' pronunciation affects the image listeners have of the speaker, status/competence traits in particular being up-graded for better pronunciation, solidarity/benevolence traits remaining broadly unaffected, and Englishspeaking listeners generally being more positive towards the Finnish-accented speakers than compatriot Finns.
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Ling, Hiu-yan, and 凌曉欣. "Production of English /r/ and /w/ by Cantonese L1 speakers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45161926.
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Chan, Pik-ha, and 陳碧霞. "An investigation into the perception (and production) of English word-initial consonants by native speakers of Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3194498X.
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Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.
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This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.
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Dorina, Dibra. "Real-time interactive visualization aiding pronunciation of English as a second language." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40264.
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Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.
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Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.
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This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).
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Lee, Su Tseng, and res cand@acu edu au. "Teaching Pronunciation of English Using Computer Assisted Learning Software: An Action Research Study in an Institute of Technology in Taiwan." Australian Catholic University. School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp174.16092008.
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This research investigated how the characteristics of two Computer Assisted Langauge Learning (CALL) programs assisted Taiwanese students learning English pronunciation, how the different types of feedback in the program helped them to learn English pronunciation effectively, and how teachers may effectively integrate such computer software into their teaching. The purpose of the study was to define directions for pedagogy and research in CALL in Taiwan, drawing on the perceptions of Taiwanese college students and their teacher in regard to the effectiveness of the selected programs and their feedback functions. This research sought to explore ways to develop and improve English pronunciation learning in Taiwan by using another tool in addition to teacher-directed learning. It is anticipated that the research will provide Taiwanese language teachers with information about how to supplement their teacher directed language teaching, and about what learning tools are effective for this. In all, one teacher/researcher and 153 college students across four classes took part in this research project, and the setting was in an Institute of Technology in Taiwan. The students all used the two computer software programs separately in a computer laboratory for several weeks, and their perspectives about the effectiveness of the programs and the feedback they gave were gathered. The research methodology was action research, and it used an open-ended questionnaire and participant observation for collecting data, as well as content analysis for the interpretation of the data. In addition, the students wrote learning sheets which aimed to focus their learning. The results showed that the students preferred the program with explicit correction feedback, and with repetition and other specific functions, as well as the facility for selfpaced and self-directed learning. The key finding of the study was that in Taiwan, when used alongside the traditional classroom teaching, CALL is a tool which has the potential to address some of the issues English pronunciation teachers face, such as low student motivation and low English pronunciation proficiency. A number of recommendations are made for the effective use of CALL. Students gave several detailed suggestions in regard to the computer software functions which could help them to learn more effectively, and the teacher also addressed some issues which need to be considered when using CALL computer software to assist students’ learning.
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Li, Chi Fai Henry. "/V/'s realization in Hong Kong English interlanguage." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/647.
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Martins, Cristiana Gomes de Freitas Menezes. "The evaluation of educational software programs for English as a foreign language and/or second language pronunciation development." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14859.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorThe purpose of this study was to evaluate how well educational software programs teach English as a Foreign Language and/or Second Language (EFL/ESL) pronunciation following the principles of the Communicative Approach (CELCE-MURCIA et al., 2010). In the first stage of the research, a software program evaluation instrument was developed and validated. Forty-six EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of the participants were submitted for statistical analysis. An ICC of 0.983 (zero point nine hundred eighty-three) for the responses indicated a high degree of correlation in the evaluation of the instrument items used by the participants. The results of the One-Way ANOVA also indicated that there was no significant difference (p> 0.05) in the evaluation of the items. The Cronbach's alpha coefficient obtained was 0.918 (zero point nine hundred and eighteen), indicating a high degree of internal consistency. The results of the factor analysis suggested grouping the instrument items into 5 (five) components that were arranged in the following order: 1. Content Design; 2. Pedagogical Design; 3. Assessment/Flexibility Design; 4. Multimedia Design; and 5. Automatic Speech Recognition (ASR) Design. In the second stage of the research, the instrument was used to analyze 5 (five) EFL/ESL pronunciation teaching software programs available on the market. Regarding the items of the component Content Design, the analysis showed that only one software program obtained less than 50% (fifty percent) of the maximum rating, two programs obtained between 50 and 70% (fifty and seventy percent) and two other programs reached more than 80% (eighty percent) of the maximum rating. In the items of Pedagogical Design, all programs scored above 50% (fifty percent); three programs obtained between 50 and 70% (fifty and seventy percent) and two other programs obtained above 70% (seventy percent). The evaluation of the ASR Design indicated that the items for this component had minimum ratings in all programs - four software programs scored zero and only one program obtained 33.33% (thirty-three point thirty-three percent) of the maximum rating for this component. The component Assessment/Flexibility Design obtained less than 50% (fifty percent) of the maximum rating of all the group items, while the items for Multimedia Design achieved higher ratings in most programs. Two software programs obtained between 50 and 70% (fifty and seventy percent) and three scored above 70% (seventy percent). To sum up, the overall results indicate that only one software program obtained more than 75% (seventyfive percent) of the maximum rating on the instrument. The other four programs presented less than three-quarters of the necessary characteristics to potentially develop English pronunciation. Although these programs, by themselves, may not be able to develop EFL/ESL pronunciation satisfactorily, they can be used to enrich the teaching of EFL/ESL pronunciation.
Esta pesquisa teve como objetivo avaliar de que maneira softwares educativos ensinam a pronÃncia do inglÃs como LÃngua Estrangeira e/ou Segunda LÃngua (LE/L2), seguindo os princÃpios da Abordagem Comunicativa (CELCE-MURCIA et al., 2010). Na primeira etapa da pesquisa, elaboramos um instrumento de avaliaÃÃo de softwares e o submetemos a processos de validaÃÃo. Quarenta e seis professores de inglÃs como LE/L2 o utilizaram para avaliar uma versÃo online do software âPronunciation Power 2â. As respostas dos participantes foram submetidas a tratamentos estatÃsticos. O ICC encontrado, 0,983 (zero vÃrgula novecentos e oitenta e trÃs), mostrou um alto grau de correlaÃÃo na avaliaÃÃo dos itens do instrumento pelos participantes. Os resultados da ANOVA simples tambÃm apontaram que nÃo havia diferenÃa significativa (p > 0,05) na avaliaÃÃo dos itens. O Coeficiente Alpha de Cronbach obtido de 0,918 (zero vÃrgula novecentos e dezoito) indicou um elevado grau de consistÃncia interna. JÃ os resultados da AnÃlise Fatorial sugeriram o agrupamento dos itens do instrumento em 5 (cinco) componentes que foram organizados na seguinte ordem: 1. Design de ConteÃdo; 2. Design PedagÃgico; 3. Design de AvaliaÃÃo/Flexibilidade; 4. Design de MultimÃdia; e 5. Design do Mecanismo de Reconhecimento AutomÃtico de Fala (MRAF). Na segunda etapa da pesquisa, utilizamos o instrumento para analisarmos 5 (cinco) softwares para o ensino da pronÃncia do inglÃs como LE/L2 disponÃveis no mercado. Em relaÃÃo aos itens do componente Design de ConteÃdo, a anÃlise evidenciou que apenas um software obteve menos de 50% (cinquenta por cento) da pontuaÃÃo total, dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e outros dois atingiram mais de 80% (oitenta por cento) da pontuaÃÃo total. Nos itens de Design PedagÃgico, todos os softwares pontuaram acima de 50% (cinquenta por cento); trÃs softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e dois outros acima de 70% (setenta por cento). JÃ a avaliaÃÃo de Design de MRAF apontou que os itens desse componente foram os que obtiveram menor pontuaÃÃo em todos os programas â quatro softwares pontuaram zero e um Ãnico software obteve 33,33% (trinta e trÃs vÃrgula trinta e trÃs por cento) do total de pontos do componente. O componente Design de AvaliaÃÃo/Flexibilidade obteve, na maioria dos programas, menos de 50% (cinquenta por cento) da avaliaÃÃo mÃxima de todos os itens do grupo, enquanto os itens de Design de MultimÃdia atingiram maior pontuaÃÃo na maioria dos programas. Dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e trÃs pontuaram acima de 70% (setenta por cento). No somatÃrio geral, apenas um dos softwares obteve mais de 75% (setenta e cinco por cento) da pontuaÃÃo total do instrumento. Os outros quatro softwares apresentaram menos de trÃs quartos do total das caracterÃsticas necessÃrias para potencialmente desenvolverem a pronÃncia da lÃngua inglesa. Embora esses programas, por si prÃprios, nÃo sejam capazes de desenvolver a pronÃncia da lÃngua inglesa como LE/L2, eles podem ser usados para enriquecer o ensino da pronÃncia do inglÃs como LE/L2.
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Kennedy, Sara 1973. "Second language learner speech and intelligibility : instruction and environment in a university setting." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115651.
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The purpose of this study was to investigate changes in the pronunciation and intelligibility of instructed and uninstructed second language (L2) learners over time, and to identify instructional, environmental, and methodological factors playing a role in pronunciation and intelligibility.Seventeen L2 graduate students at an English-medium university recorded three personal anecdotes over five months. The students also regularly logged their exposure to and use of English. Nine of the students (instructed group) were concurrently taking an oral communication course focussing on suprasegmental pronunciation. Classroom instruction was regularly observed and recorded. All 17 students were interviewed at the end of the study.
L1 listeners heard anecdotes from three instructed and three uninstructed students, matched for length of residence and first language (L1). Listeners also heard anecdotes from four L1 English speakers. One group of listeners retold each anecdote after hearing it (discourse-level task). The other group paused the recording of each anecdote whenever a word was unclear (word-level task). Each group of listeners also rated excerpts for accentedness, comprehensibility, and fluency.
Results of quantitative and qualitative analyses showed that: (a) no unambiguous changes in the pronunciation or intelligibility of either L2 learner group occurred over time; (b) word-level intelligibility measures more consistently differentiated L1 and L2 groups, and the instructed and uninstructed L2 groups; (c) compared to the instructed group, the uninstructed group logged relatively more English exposure/use for academic activities and relatively less for interactive social activities; (d) many instructed L2 learners did not believe that their pronunciation had noticeably improved, but almost all expressed satisfaction with their ability to communicate in English; (e) at the end of the study, many uninstructed learners reported persistent difficulties in communicating in English.
The results suggest that instruction in suprasegmental aspects of pronunciation sometimes may not lead to improved intelligibility or pronunciation. In addition, some L2 learners can be as intelligible as L1 speakers, depending on the listening task. Finally, results suggest that L2 learners' perceptions of their communicative ability and their patterns of L2 exposure/use are related. Implications for university preparation and support programs for L2 graduate students are discussed.
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Yang, Siu Kuen Lafina. "The deletion of final stops in coda clusters in Hong Kong English." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/553.
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Watt, Tsui-shan, and 屈翠珊. "An evaluation of an "Accelerated English Program"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963547.
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Ho, Yiu-shun, and 何耀舜. "Acquiring a better English accent by second language adolescence learners: what can passive exposure do?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36219526.
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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.
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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.
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Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.
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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.
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Jaime, Ruti. "How do I pronounce this word? : Strategies used among Swedish learners of English when pronouncing unfamiliar words." Thesis, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4060.
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This study aimed to identify some of the strategies students used when pronouncing unfamiliar words. Questionnaires were handed out to 94 students in the 9th grade in a medium-sized Swedish town. In addition, two teachers and 13 students were interviewed. The results indicate that the students had acquired some basic knowledge about the English sound system from phonetic training in their past education. However, there seemed to be a tendency among the students to use the trial-and-error strategy to a larger extent than using tools such as phonetic transcription in order to figure out the pronunciation of a word. The results also show that the teachers did not teach planned lessons on pronunciation, but instead it was more common that they responded to errors made by students. In conclusion, the results show that the students' knowledge in pronunciation in general was limited. In addition, there seemed to be a connection between the way the students and the teachers approached pronunciation and the student's ability to solve pronunciation issues.
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Beck, Stacie Elizabeth. "Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1088.
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Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts.
This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.
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Barbosa, Josà Roberto Alves. "Abordagem do professor de inglÃs em relaÃÃo aos "erros" de pronÃncia dos aprendizes." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2396.
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nÃo hÃA pronÃncia sempre esteve na pauta das discussÃes do ensino/aprendizado de lÃnguas. Na conjuntura atual, marcada pela necessidade de rupturas paradigmÃticas (KUHN, [1970] 1998) na proposta do ensino de inglÃs como lÃngua internacional (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), percebemos um tratamento bastante singular em relaÃÃo à aquisiÃÃo da pronÃncia, cujas metas consideram a tolerÃncia e a diversidade lingÃÃstica (JENKINS, 2000). A partir dessa perspectiva, e em virtude de suas implicaÃÃes para o ensino/aprendizado da lÃngua, objetivamos, com este trabalho, analisar a abordagem do professor brasileiro bilÃngÃe de inglÃs, em relaÃÃo aos âerrosâ de pronÃncia dos aprendizes. Para essa investigaÃÃo, partimos do conceito de abordagem, conforme proposto por Almeida Filho (1993; 1999), baseado na noÃÃo de habitus de Bourdieu (1991). A pesquisa se inscreve em um paradigma interpretativista/qualitativa de investigaÃÃo (TRIVIÃOS, 1987; ANDRÃ, 1998 e MOITA LOPES, 1994), de cunho etnogrÃfico (MOITA LOPES, 1996), que se propÃe à identificaÃÃo de como os sujeitos constroem e percebem os significados na interaÃÃo sociolingÃÃstica. Para a realizaÃÃo desse estudo, contamos com a colaboraÃÃo de quatro professores de inglÃs, do Curso de Letras, de uma determinada instituiÃÃo de ensino superior. ApÃs contato prÃvio, esses se dispuseram, de bom grado, a responder a um questionÃrio e a terem suas aulas gravadas para anÃlise posterior. A fim de ter uma representaÃÃo mais ampla da questÃo, apÃs a coleta, confrontamos, o posicionamento dos professores com a do material didÃtico por eles utilizado. A pesquisa revelou a existÃncia da tendÃncia dos professores em buscar uma pronÃncia âperfeitaâ, para os aprendizes, cuja meta se baseia na imitaÃÃo de um suposto padrÃo âamericanoâ e/ou âbritÃnicoâ do inglÃs. Os âerrosâ comumente abordados, e observados em sala de aula, sÃo, basicamente, os de inserÃÃo, substituiÃÃo e generalizaÃÃo de sons, prioritariamente, os segmentais. No nÃvel suprasegmental, em virtude de sua dificuldade de sistematizaÃÃo, o âerroâ que recebe alguma atenÃÃo dos professores à o da transferÃncia do acento lexical. Quando comparamos a abordagem do professor, com a do material didÃtico, observamos que este se concentra na imitaÃÃo dos sons suprasegmentais, enquanto que, os professores, enfatizam os segmentais. Observamos, tambÃm, que hà um distanciamento, pelo menos de trÃs dos quatro professores, da proposta de ensino/aprendizado da pronÃncia do inglÃs como lÃngua internacional. Resultante dessa abordagem acrÃtica, observamos ainda a ausÃncia de um posicionamento que perceba, nos supostos âerrosâ de pronÃncia dos aprendizes, a possibilidade de empoderamento social (FAIRCLOUGH, 1989), que aponte para aspectos identitÃrios (CASTELLS, 1999) no processo de construÃÃo da contradiscursividade (PEIRCE, 1995) dos falantes bilÃngÃes. Permanece, portanto, a antiga reproduÃÃo da crenÃa de que os alunos que nÃo sÃo capazes de imitar o falante monolÃngÃe sÃo lingÃisticamente deficientes.
Pronunciation has always been an important issue in language teaching and learning. Nowadays, in the search for a paradigmatic change (KUHN, 199) as a proposal for English teaching as an International Language (PHILLIPSON, 1992; PENNYCOOK, 1994; CRYSTAL, 1997, 2006), we have seen a distinct perception in relation to pronunciation acquisition which takes into account aspects such as tolerance and diversity (JENKINS, 2000). From this perspective, and due the implication of it in language teaching and learning, we intend, with this work, to analyze English teacher/professorâs approach, associated to learnersâ pronunciation âerrorsâ. In order to perform this investigation, we have considered the concept of approach as presented by Almeida Filho (1993; 1999) based on Bourdieuâs (1991) habitus conception. The research is allied to an interpretativist/qualitative paradigm of research (TRIVIÃOS, 1987; ANDRÃ, 1998 and MOITA LOPES, 1994), with an ethnographical tendency (MOITA LOPES, 1996), which aims at identifying how subjects negotiate and realize meaning in sociolinguistic interaction. To accomplish this study, we have counted with the collaboration of four English teachers/professors, of a Letras Course, in a specific university institution. After a previous contact, those teachers have accepted promptly to respond to a questionnaire and to have their classes recorded for posterior analysis. In order to have a wider representation of the situation, after collecting the material, we have confronted the didactic material used in classroom with teacher/professorâs positions. The research has revealed the existence of a strong predisposition, of those teachers, in achieving, for the learnersâ, a âperfectâ pronunciation, based on the imitation of a supposed English âAmericanâ or/and âBritishâ ânativeâ speaker. The âerrorsâ commonly approached and observed in classroom, are, basically, those of insertion, substitution and overgeneralization of segmental sounds. In the suprasegmental level, due to its difficult of systematicity, the âerrorâ that has a special consideration in classroom, by these teachers, is the lexical accent transfer. When we compared teacher/professorâs approach with that of the didactic material, we have observed that the last emphasizes the imitation of suprasegmental sounds while the teachers/professors are more preoccupied with segmental imitation. We have also realized that three, of the four teachers, have no awareness of a pronunciation approach in English teaching as an International Language. Those teachers/professors do not have a critical view which views, in learnersâ âerrorsâ, the possibility of empowering them (FAIRCLOUGH, 1989), and the recognition of âerrorsâ as identity markers (MOITA LOPES, 1998) in association with a counterdiscursive perspective on interlanguage pronunciation (PEIRCE, 1995). We have observed the reproduction of the antique belief that those learners who are not able to imitate the monolingual English speaker are linguistically deficient.
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Arrieta, Marie. "Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3411.
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The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."
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Quesada, Vázquez Leticia. "The Introduction of Rhythm Instruction in the English as a Foreign Language Classroom to Improve the Comprehensibility and Fluency of English for Specific Purposes Students." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/668385.
Full textAbstract:
Durant les últimes dècades, s’ha recuperat l’interès per l’ensenyament de la pronunciació per millorar la producció oral en segones llengües tot i que el seu propòsit ja no és entrenar parlants que sonin com nadius, sinó ajudar-los a expressar-se eficaçment. En aquest sentit, el present estudi examina l’eficàcia d’introduir instrucció explícita en ritme a la classe d’anglès per millorar la comprensibilitat i fluïdesa. Els participants eren estudiants de primer any d’enginyeria en un curs obligatori d’anglès tècnic. Es va dissenyar un mòdul de pronunciació setmanal de sessions de trenta minuts amb un marc comunicatiu. Els estudiants es van dividir en un grup experimental, amb instrucció explícita en ritme, i un grup control, sense aquesta. Els estudiants es van enregistrar abans i després del tractament i les seves intervencions es van comparar per examinar el seu progrés.
El mètode d’avaluació va ser mixt. Primer, els valors de VarcoV i les pauses de les frases es van analitzar acústicament. Segon, nadius van qualificar la comprensibilitat i fluïdesa dels discursos. A més, una enquesta de satisfacció, el diari de la professora i les sessions enregistrades en video van informar sobre la implementació de l’experiment.
Les mesures acústiques van revelar diferències entre les mitges dels grups i una mida dels efectes significativa tot i que els resultats generals no sempre ho eren. D’altra banda, es va detectar un efecte de sostre a les qualificacions, el qual planteja preguntes interessants sobre la fiabilitat d’aquest tipus de dades. Tot i així, la combinació de resultats quantitatius i qualitatius suggereix que la instrucció en aspectes suprasegmentals del discurs, com el ritme, pot beneficiar els estudiants i que la instrucció de la pronunciació s’ha de considerar en qualsevol context d’anglès com a llengua estrangera.En las últimas décadas se ha recuperado el interés por la enseñanza de la pronunciación para mejorar la producción oral en segundas lenguas, aunque su propósito ya no es entrenar hablantes que suenen como nativos, sino ayudarles a expresarse eficazmente. En este sentido, el presente estudio examina la eficacia de introducir instrucción explícita en ritmo en la clase de inglés para mejorar la comprensibilidad y la fluidez. Los participantes eran estudiantes de primer año de ingeniería en un curso obligatorio de inglés técnico. Se diseñó un módulo de pronunciación semanal de sesiones de treinta minutos con marco comunicativo. Se dividió a los estudiantes en un grupo experimental, con instrucción explícita en ritmo, y un grupo control, sin ella. Los estudiantes se grabaron antes y después del tratamiento y sus intervenciones se compararon para examinar su progreso. El método de evaluación fue mixto. Primero, los valores de VarcoV y las pausas de las frases se analizaron acústicamente. Segundo, nativos calificaron la comprensibilidad y fluidez de los discursos. Además, una encuesta de satisfacción, el diario de la profesora y las sesiones videograbadas informaron sobre la implementación del experimento. Las medidas acústicas revelan diferencias entre las medias de los grupos y un tamaño de los efectos significativo aunque los resultados generales no siempre lo fueran. Por otro lado, se detecta un efecto de techo en las calificaciones, el cual suscita preguntas interesantes a cerca de la fiabilidad de este tipo de datos. A pesar de ello, la combinación de resultados cuantitativos y cualitativos sugiere que la instrucción en aspectos suprasegmentales del discurso, como el ritmo, puede beneficiar a los estudiantes y que la instrucción de la pronunciación debe considerarse en cualquier contexto de inglés como lengua extranjera.
For the last few decades, teaching pronunciation has regained the interest of researchers as a tool to improve oral production in a second language. Its purpose, however, is not longer focused on training speakers to sound native, but on helping them express themselves effectively. Along these lines, the present study looks into the effectiveness of introducing explicit rhythm instruction in the language classroom to improve the students’ comprehensibility and fluency in English. First-year engineering students attending a technical English course participated in a weekly pronunciation module of ten thirty-minute sessions based on a communicative framework. Participants were divided into an experimental group, which received explicit rhythm instruction, and a control group, which did not. Students were recorded before and after the treatment and their performances were compared to examine their progress. A mixed-method assessment was conducted. First, the VarcoV values and the pauses of the sentences were acoustically analyzed. Second, native English speakers rated the comprehensibility and fluency of the students’ extemporaneous productions. Also, a student satisfaction survey, the teacher’s journal and the video-recorded sessions provided evidence of the implementation of the experiment. The findings reveal differences between group means and significant effect sizes for the acoustic measurements despite general results not always being significant. Also, a ceiling effect is detected in the ratings, which poses some interesting questions regarding the validity of this kind of data. Despite this, the combination of quantitative and qualitative results suggest that explicit instruction in suprasegmental aspects of speech, like rhythm, can be beneficial for all learners and that pronunciation instruction has to be taken into consideration in any English as a Foreign Language context.
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Fujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
Full textAbstract:
The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.
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Huang, Hsiao-Juo. "Enunciative identity in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/40.
Full textAbstract:
How to improve the skill of speaking English is a major challenge for English learners in Taiwan nowadays. This project focuses on issues of pronunciation as the starting point to examine the problems of learning English, and issues of identity transformation in the language-learning process. Then it addresses the concept of enunciation as a way to facilitate English learners to establish their confidence in, and ownership of, the target language. This project is designed not only for discussing issues of improving the teaching and learning of English pronunciation, but also for explicating how students can gain their own voices and define their subjectivity during their English-learning process.
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Suda, Kyoko. "Developing metaphoric competence through schemata-building for English learners in Japan." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.
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Edita, Klimenta. "Uticaj britanskih humorističkih serija na izgovor engleskog jezika kod učenika osnovne škole." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100982&source=NDLTD&language=en.
Full textAbstract:
Predmet istraživanja je utvrđivanje efikasnosti korišćenja britanskih humorističkih serija u nastavi engleskog kao stranog jezika, radi usavršavanja britanskog izgovora učenika osnovnoškolskog uzrasta. Cilj ove disertacije je sticanje naučnog saznanja o efikasnosti primene britanskih humorističkih serija u nastavi engleskog kao stranog jezika, prevashodno saznanja o mogućnostima usavršavanja izgovora onih engleskih fonema kojih nema u fonološkom sistemu srpskog jezika, kao i fonema koje su karakteristične za izgovorne razlike između britanske i američke varijante engleskog jezikaThe object of this research is to determine the efficiency of the use of British sitcoms in teaching English as a foreign language, in order to improve the British English pronunciation of primary school students. The aim of this thesis is to acquire scientific knowledge about the effectiveness of the implementation of British sitcoms in teaching English as a foreign language, primarily the knowledge about the potentials of improving the pronunciation of those English phonemes that are not in the phonological system of the Serbian language and those phonemes that represent the pronunciation differences between British and American varieties of the English language.
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Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.
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Holland, Lillian Christine. "A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3123.
Full textAbstract:
Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.
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Martínez, Asís Francisco. "Estudio de una intervención pedagógica para la enseñanza de la pronunciación inglesa en 4º curso de la E.S.O." Doctoral thesis, Universidad de Murcia, 2004. http://hdl.handle.net/10803/10812.
Full textAbstract:
Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas.This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group.
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PAN, JAU-TING, and 潘兆庭. "Implications of English Central for English Pronunciation Teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fwxrvx.
Full textAbstract:
碩士南臺科技大學
應用英語系
106
Nowadays, online videos learning for the EFL learners is popular to be the visual aids and improvement in their English four-skill abilities. Teachers uses the online videos in class to be stimulus-learning media for enhancing the EFL students’ learning motivation. The purpose of the study is to find out that the motivation in the EFL learners’ spoken abilities through the guidance of video learning and what the common weakest phonemes in the participants’ spoken performance. The fifteen participants with English and non-English major are from National Kaohsiung University of Sciences and Technology (NKUST). In the study, the teacher used the online video learning platform, English Central, which has diverse and thematic videos, in class for one semester. The researcher required the data of the teacher’s perspective, the participant’s self-learning perspectives, the students’ questionnaires and the outcomes of speaking performance. To evaluate the learners’ performance in learning English, the participants should take the online TOEIC test to set their English proficiency. The participants also need to complete the pre-questionnaire in the beginning of the class and the post-questionnaire at the end of the class to understand what role the motivation plays for adopting the online video learning. The researcher also collected the data of the participants’ speaking recordings on English Central and analyzed the common three weakest phonemes. The findings of the study present that the participants have stronger motivation through the online video learning. And the three topmost difficult phonemes for the participants will be /aʊ/, /l/ and /ʊ/. Furthermore, the study should be extended to the participants who study at the private university in the future and to investigate what the differences are.
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Yi-Han, Chen, and 陳依函. "Elementary School English Teachers’ Conceptualizations of Teaching Pronunciation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23556058879879923480.
Full textAbstract:
碩士國立雲林科技大學
應用外語系
103
The purpose of the study was to investigate English teachers' conceptualizations and their practices on pronunciation instruction. The study was to explore their reflections on teachers’ formulated teaching toward pronunciation. Four public elementary school English teachers who worked in Taichung City participated in the study. The data collection was carried out through questionnaires on Pronunciation Attitude Inventory, semi-structured interviews, and classroom observations. The purpose of the classroom observation was to help English teachers' conceptualizations of pronunciation that are associated with their classroom practices. The study revealed that there were no significant differences between teachers' conceptualizations and their practices. On the one hand, the results showed that the teachers believed segmental pronunciation was the foremost requirement that elementary school students should learn because segmental features were the fundamental of suprasegmentals learning. On the other hand, teachers believed that suprasegmental features were more significant for communication which elementary English education aimed to reinforce. To conclude, teachers thought that the teaching objectives should focus on achieving both intelligible pronunciation and accurate pronunciation. There are several implications which respectively are teachers’ proficiency of pronunciation, student-centered teaching, school administration assistance, and workshops setting.
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Matos, Ana Elisa Barradas de. "Influence of phonics teaching on young EFL learners´ pronunciation." Master's thesis, 2018. http://hdl.handle.net/10362/46320.
Full textAbstract:
This study investigates the influence of phonics teaching on young EFL learners’
pronunciation of the phonemes /dʒ/, /ʃ/, /tʃ/, /θ/, /h/ and /w/. The research project
was carried out in a private primary school, over a period of three months and
involved 16 learners from year 4. The data was gathered through pre-study and poststudy
audio recordings, pre-study and post-study assessment worksheets and a
teacher’s journal. Phonics instruction was provided to participants, after the
implementation of the pre-study data collection tools. The phonics teaching included
songs, gestures, tongue-twisters and activities to promote the identification of the
phonemes in relation to their orthographic representations. The assessment
worksheets and the audio recordings were analysed quantitively to verify how many
learners could recognise and produce accurately the sounds addressed by this
research. The weekly entries in the teacher’s journal were analysed qualitatively.
Results show that raising learners’ awareness to phonemes and the use of phonics
instruction can have a positive impact on the pronunciation of young EFL learners.Este estudo investiga a influência do ensino de phonics na pronúncia dos fonemas /dʒ/, /ʃ/, /tʃ/, /θ/, /h/ e /w/ de aprendentes de Inglês no ensino primário. O projeto de investigação foi realizado numa escola primária privada, durante três meses e incluiu 16 aprendentes do 4º ano. Os dados foram recolhidos através de gravações áudio, realizadas antes e após o estudo; fichas de aferição, realizadas antes e após o estudo; e um diário do professor. A instrução de phonics foi dada aos participantes, depois da implementação dos instrumentos de recolha de dados prévios ao estudo. O ensino de phonics incluiu canções, gestos, trava-línguas e atividades para incentivar a identificação dos fonemas, relacionando-os com as suas representações ortográficas. As fichas de aferição e as gravações áudio foram analisadas quantitativamente para verificar quantos aprendentes podiam reconhecer ou produzir corretamente os sons abordados neste estudo. As entradas semanais no diário do professor foram analisadas qualitativamente. Os resultados revelam que sensibilizar os alunos para a consciência dos fonemas e o uso de phonics teaching pode ter um impacto positivo na pronúncia de aprendentes de inglês, em contexto do 1º Ciclo.
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Lim, Hongteak. "The perceptions of voice teachers regarding English pronunciation difficulty among native Chinese, Japanese and Korean students." 2013. http://liblink.bsu.edu/uhtbin/catkey/1738937.
Full textAbstract:
The phonological comparisons between English and CJK vowels and consonants were provided for Chinese, Japanese, and Korean (CJK) singers with an effective means to sing English songs with proper diction. The phonological approach – describing the specific position of articulators – is a useful pedagogical tool for CJK singers. However, if voice teachers, whether they have taught CJK students or not, could share their
strategies, it might help future CJK students and their voice teachers as well. Through the
survey, which was conducted between April 2013 to May 2013 with members of the Great Lakes Region of the National Association of Teachers of Singing (NATS), the following research question was conducted: “What are the perceptions of voice teachers regarding English pronunciation difficulties among native Chinese, Japanese, and Korean students?” This is a convenience sample, but there is no significant difference from the
other NATS regions among teachers. I do not believe that I would have received different
results from other regions of voice teachers. In order to find solutions, not only should teachers be able to perceive the difficulties, but they also should be able to suggest training methods based on phonological analysis. I compared these two sources of strategies among speech pathologists and voice teachers. The survey results showed that the voice teachers in the Great Lake Region of NATS have considerable perceptions regarding the difficulties of the CJK students. Their teaching strategies focus on
demonstrating the correct placement and shape of the articulators in various ways. With
these strategies, if they add more specific exercises, which are found in the appendices of
this dissertation, it would save time and enable CJK singers to have better enunciation.School of Music