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Journal articles on the topic 'Use of phonetics'
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1
Najwah Zaid, Lulu, and Mulya Putra. "DASAR – DASAR FONETIK DALAM PEMBELAJARAN BAHASA." Jurnal Sathar 2, no. 2 (2024): 78–91. https://doi.org/10.59548/js.v2i2.284.
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Phonetics has a very important role in language learning because it provides an in-depth understanding of the sounds of language used in everyday communication. This journal examines the basics of phonetics which include the definition of phonetics, phonemes, allophones, and the process of sound articulation that occurs during the production of language sounds. In addition, this journal discusses the application of phonetic theory in language teaching, both for mother tongue and foreign language learning. Phonetics aids the teaching of speaking and listening skills, and facilitates more accurate pronunciation through understanding the structure of sounds. The use of phonetic transcription with IPA (International Phonetic Alphabet) symbols is also explained as a tool to systematically write down and analyze language sounds. Effective phonetic learning methods, which include both practical and technological approaches, are discussed to improve students' understanding and pronunciation skills. However, there are challenges in teaching phonetics, such as difficulties in distinguishing similar sounds or in dealing with accent and dialect variations. This study emphasizes the importance of phonetics as an integral part of language teaching that not only helps students understand the language orally, but also increases their confidence in communicating effectively.
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Asadova, Birgul. "Effective Strategies for Teaching Phonetics in the Classroom." Global Spectrum of Research and Humanities 1, no. 1 (2025): 12–18. https://doi.org/10.69760/gsrh.0101202402.
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Teaching phonetics is crucial for developing students' pronunciation and comprehension skills. This article explores effective strategies for teaching phonetics, including the use of phonetic transcription, visual aids, interactive activities, and regular feedback. These methods address the unique challenges faced by Azerbaijani students at Nakhchivan State University, bridging the phonetic gap between Azerbaijani and English. By stressing regular practice and a supportive learning environment, educators can enhance students' phonetic proficiency and overall language skills.
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Asadova, Birgul. "Effective Strategies for Teaching Phonetics in the Classroom." Global Spectrum of Research and Humanities 1, no. 1 (2024): 12–20. http://dx.doi.org/10.69760/kfmcg840.
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Teaching phonetics is crucial for developing students' pronunciation and comprehension skills. This article explores effective strategies for teaching phonetics, including the use of phonetic transcription, visual aids, interactive activities, and regular feedback. These methods address the unique challenges faced by Azerbaijani students at Nakhchivan State University, bridging the phonetic gap between Azerbaijani and English. By stressing regular practice and a supportive learning environment, educators can enhance students' phonetic proficiency and overall language skills.
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Himmayati, Itsna Millatul, and Hanung Triyoko. "Teaching Phonetics and Pronunciation in ELT; How Important and Which One to be Taught?" Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran 9, no. 4 (2024): 556. http://dx.doi.org/10.33394/jtp.v9i4.12938.
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There are several branches of linguistics, one of them is phonetics. Phonetics is one of the most important parts of linguistics in learning a language, especially in speaking skill. This article explores the significance of teaching phonetics and pronunciation in English language teaching (ELT). This article use literature review as the method of research. This research delves into the reasons why these aspects are crucial for effective communication and language acquisition. The article provides insights into the most effective methods and strategies for teaching these skills, including drill method, audio lingual method (ALM) and realia. Moreover, phonetic training; reading aloud; listening and repeating; rhymes and verses; rules and instructions; awareness-raising activities; spelling and dictation and ear training also can be used in teaching phonetics and pronunciation.Ultimately, the article aims to highlight the importance of incorporating phonetics and pronunciation instruction into ELT programs to ensure that learners develop accurate and fluent speaking skills.
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Kohle, Kunal K., Deepak Vikhe, Vijaysingh Tanpure, and Sanyukta Ingale. "Speech in phonetics: A review." IP Annals of Prosthodontics and Restorative Dentistry 7, no. 3 (2021): 137–42. http://dx.doi.org/10.18231/j.aprd.2021.029.
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The proper knowledge of speech production and phonetic parameters will enables the clinician in fabrication of dentures with good phonetic capabilities. In achieving the optimum phonetic potential by providing correlation among three key objectives i.e. (mechanics, aesthetics and phonetics) of dentistry is the eventual goal of every dentist. This article provides a correlation between occlusion and speech, since the time these two factors are mostly not considered related to each other. But during phonation, the lower teeth functions independently and there remain no contact with upper teeth. This article also highlights the basic utilization of phonation as an indispensible part in placement of upper anterior teeth in complete and partial denture rehabilitation. This is basically because, while restoring natural teeth, we may have to depend on pre-extraction records in order to achieve necessary objectives. And if these records are missing, it is difficult to determining the position of artificial teeth. Hence here, we use phonetics as a guideline for proper placement of artificial teeth.
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Haidysh, N. O. "PHONETIC INFORMATION IN MATERIALS FOR LEARNING UKRAINIAN BY FOREIGNERS." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 32–36. http://dx.doi.org/10.17721/2520-6397.2019.2.04.
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In the article, phonetic material is analyzed in terms of its interpretation in textbooks and in- teractive means for learning Ukrainian as a foreign language. Language learning begins with the acquaintance with its phonetic system. So properly presented phonetics makes the process of language understanding not only possible but more available during studies. While considered from this point, phonetics is described a constituent part of a language system. For this system to take in use easier, language materials aimed at foreigners have to describe phonetics with the help of audio records and visual schemes. Visualization of a language apparatus work along with voice records helps to de- velop typical Ukrainian pronunciation. The point is that quite a few of sources give the opportunity to understand the phonetics through these methods. The language learning sources mostly do not provide a foreigner with audio-visual explanations. If the materials contain physiological pictures of language organs’ positions and voice records, a learner becomes able to understand the difference between their native phonetic system and the foreign (Ukrainian) one. The author of the article proves that for completing representative schemes, findings from the experimental phonetics have to be included. So using audio-visual additions is made possible due to researches in this branch. Moreover, it is proven that incompletely presented sound system causes accent development. Argumentatively the necessity of forming new materials is described as well as a renovation of those that already exist. Conclusions are made on the basis of comparative analysis of available sources for language learning.
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Anggraeni, Candradewi Wahyu, Widya Ratna Kusumaningrum, and Rangga Asmara. "O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND?" SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (2021): 89–100. http://dx.doi.org/10.21460/saga.2021.22.76.
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In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.
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Morhunova, Nadiia Serhiivna, Daria Volodymyrivna Riazantseva, Stanislava Оleksandrivna Prykhodko, Inha Yevhenivna Semenenko, and Iryna Mykolaivna Kushnir. "The Effectiveness of the Use of Nationally Oriented Methodology in the Study of the Ukrainian Language by Chinese Students (Phonetic Aspect)." Theory and Practice in Language Studies 13, no. 10 (2023): 2439–48. http://dx.doi.org/10.17507/tpls.1310.02.
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In the process of studying the Ukrainian language as a foreign language, Chinese students experience the greatest difficulties in learning the phonetic aspect of the language, which is due to significant differences between the typologically distant Chinese and Ukrainian languages. The study analyzed the peculiarities of the Ukrainian language from the point of view of teaching phonetics to students from China, and identified typical phonetic errors of Chinese students in the pronunciation of Ukrainian sounds. In order to methodically justify the selection of phonetic material, a comparative analysis of the phonetic systems of the Chinese literary (Putonghua) and Ukrainian languages was carried out, which made it possible to identify difficulties in teaching the Chinese to pronounce Ukrainian, which are caused by the peculiarities of the Chinese language, and to classify the pronunciation of Ukrainian sounds according to the difficulty of assimilation in comparison with Chinese sounds. The Curriculum for the phonetic course of the Ukrainian language for Chinese students and the methodological tools for its implementation are presented. The results of the conducted research and pedagogical experiment testify to the effectiveness of the developed nationally oriented method of studying the phonetics of the Ukrainian language by Chinese students based on taking into account the differences between the two languages.
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Bas-Kononenko, Oksana. "Problems of Ukrainian phonetic terminology (articulatory aspect)." Ukrainska mova, no. 4 (2024): 66–78. https://doi.org/10.15407/ukrmova2024.04.066.
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The article examines some problems of Ukrainian phonetic terminology, draws attention to the importance of basic anatomical and physiological information for determining the articulatory characteristics of sound units of language. The oral form of speech is the sound “face” of the language, therefore it is important that information about the pronunciation norms of the literary language is not only accessible to the general public, but also correct and scientifically based. Unfortunately, in scientific, educational and methodological, and popular scientific literature, there are cases of the use of inappropriate or incorrect phonetic terms, descriptions of articulatory and acoustic characteristics of sounds. Phonetics as a branch of linguistics is special in that, in addition to general scientific and actually linguistic terms, it has a special basic vocabulary organically and objectively connected with the concepts of related sciences – biology (human anatomy and physiology) and physics (acoustics). Experimental phonetics reveals the objective material nature of speech sounds with the help of articulatory and acoustic methods of research, and therefore helps to ensure the scientific correctness of phonetic terminology. Sound formation is a coordinated, automatic process in which various systems and organs of the human body participate. Correct understanding of the structure of the speech apparatus, and of the actions of the speech organs provides the most clear and unambiguous description of all structural elements and phenomena of the phonetic level of the language system. The use of correct phonetic terminology is also important in related fields of knowledge, in particular in speech therapy. The most typical reasons for the emergence of terminological inconsistencies and errors are false or superficial ideas about the general processes and mechanisms of speech production, misunderstanding of the structure of the speech apparatus itself. The article gives examples of incorrectly used phonetic terms, points out errors in the descriptions of the articulation of Ukrainian consonant sounds [в] ([w]), [ч], [д͡ж], [г] in speech therapy sources. To explain objective information about the articulatory characteristics of these sounds, materials (palatograms and cineradiographic images) from the funds of the Laboratory of Experimental Phonetics of the Educational and Scientific Institute of Philology, Taras Shevchenko National University of Kyiv were used. Keywords: Ukrainian language, phonetic terminology, experimental phonetics, speech apparatus, articulation, speech therapy.
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Eslahchi, Niousha, and Abolghasem Esmailpour Motlagh. "A Comparative Study of Sassanid, Qajar and Contemporary Phonetic Systems." International Journal of Social Sciences & Humanities (IJSSH) 2, no. 1 (2017): 76–84. http://dx.doi.org/10.58885/ijssh.v2i1.76.ne.
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Comparison among the phonetic of people in different eras helped us to find a better understanding of their culture. Also we can use this approached to predict the future phonetic. In this paper we study the difference among phonetic of people in the present period, Qajar era and Sassanid era. 2000 people in Tehran are selected randomly. Because Tehran is the capital of Iran, and the people from all over different parts of Iran are gathered in Tehran, this sample can be considered as the sample of Iranian people. From each one a speech is recorded. Using the VST instrument, these speeches translated to a harmony and a consensus harmony is considered as the harmony of current people’s phonetic. By Simulation of the speech of the people in Qajar era the harmony of speech of that ear is simulated. Finally by using the 504 Gushehes and Radif of Iranian Avaz, which is generated in Sassanid ear, the harmony of the people in this era is simulated. By comparison of these three harmonies, we obtained a significant different between the harmony of current era and Sassanid era, which is in the basic musical interval. These differences between now and Qajar era is in the upper fifth musical interval. It is shown that during the last 1500 years there exist 2.5 blind musical deviations between harmony of current phonetics and Sassanid Harmony phonetics. This deviation from Qajar era until now is 0.5 blind musical interval. Our results show that the deviation in the harmony of Iranian phonetics from the phonetics of the people of last century is more with respect to the people in the ancient time.
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Shibles, Warren. "The comparative Phonetics of Dutch and its Dialects." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 119–54. http://dx.doi.org/10.1075/itl.111-112.06shi.
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Abstract The literature on Dutch phonetics reveals a controversy about certain vowels and consonants. Dictionaries typically do not give phonetics, or if they do, it is not standard IPA, but Dutch-IPA, a personal, or local symbolism. In addition, transcriptions differ. The effect is that the researcher must use questionable symbols and descriptions, and that the language teacher and learner are not provided with a reliable or accessible resource for pronunciation. These difficulties are met here by the attempt to give more careful descriptions of articulations, and consonants. Terms for articulation are standardized, and an extended IPA vowel chart is given to provide a better descriptive analysis than is presently available. A system is presented for the consistent and precise location of vowels. This extended IPA system is used as the basis of phonetic description, analysis and comparison. Emphasis is on the specific case or paradigm method of the philosophy of science so that numerous examples must of necessity be given. This contrasts with the usual article on phonology which provides the fewest number of examples required to support a general or universal hypothesis. This is one of the important differences between phonetics and phonology. These examples provide data for phonology, further research, comparative and contrastive phonetics, as well as to aid the language teacher or learner. In addition, a phonetic comparison is given between Dutch and the Germanic languages.
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Abercrombie, David. "William Holder and other 17th-century phoneticians." Historiographia Linguistica 20, no. 2-3 (1993): 309–30. http://dx.doi.org/10.1075/hl.20.2-3.04abe.
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Summary In spite of inevitable deficiencies in their knowledge, 17th-century writers on phonetics can be said to have succeeded in laying the foundations of a true general phonetics. They include some famous names, such as John Wallis and Isaac Newton, but many of them have remained virtually unknown until comparatively recent times, in spite of having contributed significant insights. A brief mention is given here of the work of thirteen of these early writers on phonetics, followed by a fuller account of William Holder (1616–1698), probably the best phonetician of his time. He was not an orthoepist, nor was he concerned to describe the sounds of English. His book had a practical purpose – to provide a theoretical basis for techniques of teaching the deaf. Possible ambiguity in the 17th-century use of ‘letter’ is explained before examining Holder’s description of the sounds of speech. This includes his interesting use of the hylomorphic distinction between ‘matter’ and ‘form’. The description of vowels is almost inevitably less satisfactory than that of the consonants, but his phonetic terminology and general framework would not be out of place in a modern introduction to phonetics. He deserves more attention than he has received, both for his theoretical contribution and for his pioneering work in techniques of teaching the deaf.
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (2021): 75–91. http://dx.doi.org/10.19105/alb.v2i1.3832.
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Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (2021): 75–91. http://dx.doi.org/10.19105/ajpba.v2i1.3832.
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Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Bezliudnyi, Oleksandr. "PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 29–35. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244174.
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The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well.
 Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.
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Zaitceva, Mariya Vladimirivna, and Tatyana Victorovna Voloshina. "An Empirical Study of the Use of Mirror Repetition Technology as a Means of Phonetic Re-Printing (On the Example of Students With Visual Impairment)." Siberian Pedagogical Journal, no. 5 (November 18, 2020): 113–20. http://dx.doi.org/10.15293/1813-4718.2005.11.
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The article speculates upon the problem of phonetic re-imprint forming through the acoustic mirroring technology application. The aim is to represent and analyse the results of the empirical study held as part of our scientific research and to consider the effectiveness of the acoustic mirroring technology application. Methodology. The study was carried out on the basis of theoretical and practical analysis within the framework of activity and system approaches. Results. The authors highlight the effectiveness of imitation and mirroring mechanisms. Theoretical basis of re-imprint pattern forming mechanism as well as the empirical study results are given in the research paper. Student t-criterion for linked samples was applied to calculate the acoustic mirroring technology effectiveness. Taking into account the research data we can say that the acoustic mirroring technology is more effective for post-sensitive period phonetics mastering compared with standard methods. Conclusion. The acoustic mirroring technology application effectiveness for re-imprint forming is proved and fortified through the empirical research and analysis. We do not deny the importance of standard phonetics mastering methods but we consider it to be less effective for the phonetic re-imprint forming then the acoustic mirroring technology.
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Hillenbrand, James M., Robert T. Gayvert, and Michael J. Clark. "Phonetics Exercises Using the Alvin Experiment-Control Software." Journal of Speech, Language, and Hearing Research 58, no. 2 (2015): 171–84. http://dx.doi.org/10.1044/2014_jslhr-s-14-0149.
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Purpose Exercises are described that were designed to provide practice in phonetic transcription for students taking an introductory phonetics course. The goal was to allow instructors to offload much of the drill that would otherwise need to be covered in class or handled with paper-and-pencil tasks using text rather than speech as input. Method The exercises were developed using Alvin, a general-purpose software package for experiment design and control. The simplest exercises help students learn sound–symbol associations. For example, a vowel-transcription exercise presents listeners with consonant–vowel–consonant syllables on each trial; students are asked to choose among buttons labeled with phonetic symbols for 12 vowels. Several word-transcription exercises are included in which students hear a word and are asked to enter a phonetic transcription. Immediate feedback is provided for all of the exercises. An explanation of the methods that are used to create exercises is provided. Results Although no formal evaluation was conducted, comments on course evaluations suggest that most students found the exercises to be useful. Conclusions Exercises were developed for use in an introductory phonetics course. The exercises can be used in their current form, they can be modified to suit individual needs, or new exercises can be developed.
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Mauk, Claude E., and Martha E. Tyrone. "Location in ASL." New Methodologies in Sign Language Phonology: Papers from TISLR 10 15, no. 1 (2012): 128–46. http://dx.doi.org/10.1075/sll.15.1.06mau.
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Recent work on location variation led us to investigate whether phonetic effects influence the lowering of certain forehead located signs in American Sign Language. We found that signing speed and the location of adjacent signs did affect these forehead signs in ways that conform to general principals of coarticulation. In this paper, we use those results as a basis to illustrate additional approaches to the evaluation of the phonetics of location. In particular, we suggest that finer grained analyses of location values may provide insights into directionality of coarticulatory effects, that changes in body posture assist in the achievement of location values, and that kinematic data can be used to describe the use of the signing space in a global sense. Previous work in sign phonetics has provided a solid foundation and new research is progressing well, but there is much work yet to be done.
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Hollien, Harry. "About forensic phonetics." Linguistica 52, no. 1 (2012): 27–53. http://dx.doi.org/10.4312/linguistica.52.1.27-53.
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This article sets forth the goals and content of Forensic Phonetics and its major elements. Considered are 1) the processing and analysis of spoken utterances, 2) enhancement of speech intelligibility (re: surveillance and other recordings), 3) authentication of recordings, 4) speaker identification, and 5) detection of deception, intoxication, and emotions in speech. Stress in speech, and the psychological stress evaluation systems that some individuals attempt to use as lie detectors also will be considered.
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Parkinson, Stephen, and Anthony Bladon. "Microcomputer-assisted phonetics teaching and phonetics word-processing: A survey." Journal of the International Phonetic Association 17, no. 2 (1987): 83–93. http://dx.doi.org/10.1017/s0025100300003297.
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Now that the microcomputer has gained wide acceptance as a teaching tool, it seems appropriate to review the extent to which phoneticians can make use of the new technology. Educational applications will be our primary interest in this survey. Many of these applications involve phonetics word-processing, and of course this has direct relevance for the current debate in this Journal concerning the possibility of a standard for computerization of the IPA.
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Li, Hexiao. "The Influences and Improvement Strategies of the Use of Accurate English Phonetics on English Listening for Chinese University Freshmen." World Journal of Educational Research 9, no. 5 (2022): p111. http://dx.doi.org/10.22158/wjer.v9n5p111.
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Due to less attention to the English phonetics improvements was paid by high school English teaching, many Chinese university freshmen lack of the most basic phonetics knowledge, for example, their verbal continuous reading is not coherent and their incomplete blasting phonetics is not clear, some freshmen even do not know how to spell words correctly according to their phonetics. This situation has made many negative effects on China’s university English EFL teaching, especially for their improvement of listening comprehension ,but if both teachers and freshmen are aware of this problems, the university English classroom teaching can be effectively improved.
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Ibrahim, Sueb, John Francis Noyan, Lilly Metom, Ismariani Ismail, and Zubaidah Bohari. "SIR: exploring the significant role of phonetics in the teaching of pronunciation." International Journal of e-Learning and Higher Education 12, no. 1 (2020): 83–98. http://dx.doi.org/10.24191/ijelhe.v12n1.12112.
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Pronunciation is one of the most overlooked aspects of English language teaching, despite the fact that its accuracy is the basis for effective communication in English. Malaysian learners generally encounter challenges in pronouncing English words due to the fact that there are many English phonemes (i.e. 44 phonemes). Hence, this study has developed an essential and practical tool called SIR to help learners pronounce the English words correctly with the aid of phonetic sounds and symbols. SIR stands for ‘Say It Right’, which is an interactive multimedia software that emphasizes phonetic sounds and symbols from the English phonemes. SIR’s novelty lies in its specific focus on commonly mispronounced words in English and the phonological awareness the software introduces into the learner’s cognition to facilitate comprehension and production Taking phonetics as a framework, SIR makes use of the different components of English phonetics in order to apply them in the software. The tool guides learners on the correct pronunciation of English words based on the 44 English phonemes. Since English spelling is not a reliable guide to pronunciation, the phonetic symbols serve as a dependable guide to correct pronunciation.
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Shovkovyi, Vyacheslav. "Teaching ukrainian phonetics to high school students in preparation for final assessment." АRS LINGUODIDACTICAE, no. 14 (2024): 5–21. https://doi.org/10.17721/2663-0303.2024.2.01.
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Background. The article discusses the teaching of phonetics in preparatory courses for final exams in Ukraine. Both National Multidisciplinary Testing (NMT) and External Independent Testing (EIT) evaluate students' phonetic competence as a component of their overall competence in the Ukrainian language. Test takers are expected to demonstrate mastery in various topics, including classification of sounds, alternation, assimilation, simplification of sounds, stressing words, means of melodiousness, defining syllables, etc. Teachers who prepare students for their final exams face challenges, such as limited time and gaps in students' background knowledge. Therefore, there is a need to devise effective strategies for test preparation in alliance with programme requirements. The article focuses on developing the study model to enhance phonetic competence through an action-oriented and systematic approach. Purpose. The study explores the efficacy of the strategy designed to develop phonetic competence in high school students in preparation for the final assessment in Ukraine (NMT/EIT). Methodology. The study was piloted with 27 students of the preparatory department at Taras Shevchenko National University of Kyiv. The experiment involved comprehensive sampling and further analysis of overall outcomes and individual task results to assess the methodology's effectiveness. The results of the final test were processed by the case method; that is, the test outcomes were analysed in general and for each task in particular. Results and discussion. The use of various types of phonetical exercises based on action-oriented and systematic approaches led to improving students' recognition, replication, and mastery of phonetic nuances. The research suggests that prioritising inductive reasoning and connecting language study with communicative practice should be core principles, especially in time constraints. Systematisation may be achieved through incorporating a block learning technique along with explanatory and illustrative methods. Further research should focus on developing methods of teaching phonetic assimilation and alternation.
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Cohn, Abigail C. "Nasalisation in English: phonology or phonetics." Phonology 10, no. 1 (1993): 43–81. http://dx.doi.org/10.1017/s0952675700001731.
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In English, a number of rules affect the realisation of a nasal consonant or a segment adjacent to a nasal consonant. These include rules of Anticipatory Nasalisation, e.g. bean /bin/ [bĩn]; Coronal Stop Deletion, e.g. kindness /kajndnes/ [kãjnnes]; Nasal Deletion and optionally Glottalisation, e.g. sent /sent/ [set] or [set'] (see Malécot 1960; Selkirk 1972; Kahn 1980 [1976]; Zue & Laferriere 1979). These rules, characterised largely on the basis of impressionistic data, are widely assumed to be phonological rules of English. Yet current views of the relationship between phonology and phonetics make the distinction between phono-logical rules and phonetic ones less automatic than once assumed and a reconsideration of the status of these rules is warranted. In the present article, I use phonetic data from English to investigate these rules. Based on these data, I argue that Anticipatory Nasalisation results from phonetic implementation rather than from a phonological rule, as previously assumed. It is shown that the basic patterns of nasalisation in English can be accounted for straightforwardly within a target-interpolation model. I then investigate the phonological status and phonetic realisation of Nasal Deletion, Coronal Stop Deletion and Glottalisation. The interaction of these rules yields some surprising results, in that glottalised /t/ [t'] is amenable to nasalisation.
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Markus-Narvila, Liene. "Ieskats Virgas izloksnes fonētikā un morfoloģijā." Vārds un tā pētīšanas aspekti: rakstu krājums = The Word: Aspects of Research: conference proceedings, no. 24 (December 2, 2020): 114–21. http://dx.doi.org/10.37384/vtpa.2020.24.114.
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Virga subdialect is one of the subdialects of Southwestern Kurzeme, which belongs to Semigallian subdialects of the Middle Latvian dialect. The characteristics of Virga subdialect can be traced by using mostly three sources: materials of Latvian folklore, the compiled answers to the questions of the Dialectal Atlas of Latvian collection programme, and collected texts of the subdialects, including the materials of expeditions in Virga subdialect collected in the 21st century. These three sources are the primary material for the article. The phonetic and morphological features of Virga subdialect are generally consistent with the phonetical and morphological features typical throughout the Southwestern Kurzeme region. The sections of the article focus on the typical and most representative features in phonetics and morphology of Virga subdialect and reveal their relationship with the typical features of the subdialects used in the whole area. Phonetics of Virga subdialect is characterised by the use of broad e, ē in infinitives, palatal consonant ŗ, assimilation of ln to ll, the loss of sounds in different positions, anaptyxis, and vowel extension before the consonant r. Morphology of Virga subdialect is characterised by the abbreviation of verbs (ne)būt, (ne)iet in the past tense, the third person; ē-stem substantives; āio-stem verbs; the use of suffix ūz-. In the future, further research of Virga subdialect is important in order to determine the stability of the use of the registered features and register other features of the subdialect. Studies of the nearest neighbouring subdialects should also be carried out to allow a wider scientific in-depth analysis of the subdialects used in the area.
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Kodrič, Karmen Brina, and Hotimir Tivadar. "Instrumental and Phonetic Analysis of Sung Vowels and the Orthoepy of Sung Lyrics of Popular Slovene “popevka” Songs." Musicological Annual 52, no. 1 (2016): 147–69. http://dx.doi.org/10.4312/mz.52.1.147-169.
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The aim of this study is to present the use of phonetics in non-linguitic researches and sciences such as music and singing. Sung Lyrics of Slovenian songs/poetry have not been investigated phonetically, taking into consideration their quality (vowel formant frequency). The word is about musical art (lyrics), paying attention to the phonetic realization based upon the Slovene language and its norm, which show excellent articulation of the sung vowels.
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Salama, Amir H. Y. "Evaluating the BBC’s L2 approach to teaching English consonants online: A digitally oriented pedagogic phonetic analysis." Training, Language and Culture 8, no. 1 (2024): 66–86. http://dx.doi.org/10.22363/2521-442x-2024-8-1-66-86.
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The vast majority of online L2 teaching platforms have always remained preoccupied with digitalising demonstrable pedagogic practices that facilitate the learners’ comprehension of linguistic input on the digital screen. This is particularly observable in the field of L2 phonetics where instructors’ performance (vocalic, facial, and bodily) typically reflects such pedagogic practices based on their theoretical knowledge of the field. However, it is not always the case that instructors’ pedagogic-phonetic performance can demonstrate or stage this form of phonetics knowledge, even with the ubiquitous presence of Internet ‘digital gadgets’ that are technologically enabled by L2 teaching platforms online. As a corollary to this problem, the present study continues and develops previous research conducted by the author on a pedagogic-phonetic critique of the BBC’s Internet-based L2 teaching of English vowels. A synthetic methodology of Bernstein’s model of Pedagogic Recontextualising Field (PRF) and Moinuddin’s theoretical notion of ‘digital gadgets’ is utilised as DPRF to demonstrate how the BBC’s online L2 teaching of English consonantal pronunciations, though digitally transforming text-theoretic phonetics descriptions, has partially failed to employ crucial aspects of pronunciation pertaining specifically to voicing and manner of articulation. The research data comprises 22 video-based screenshots drawn from the BBC Learning English website with materials archived for public use. Informed by the above synthetic methodology of DPRF, the present study concluded that the BBC’s online teaching of English consonants has set up what can be described as a partial digital PRF; this has been ascribed to the proven hypothesis that the BBC-based website proffers a restricted space for digitally recontextualising ‘visible’ practices associated with consonantal pronunciation to the exclusion of phonetically productive aspects of L2 teaching segmental units of English consonants. As such, these aspects are recommended to be incorporated into the phonetic-pedagogic practices afforded by the BBC’s digital PRF (DPRF).
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Vieira, Daniel Fonseca, Renata Regina Passetti, and Pablo Arantes. "Possibilidades de uso de acervos de dados do português brasileiro em Fonética Forense." Domínios de Lingu@gem 19 (April 22, 2025): e019016. https://doi.org/10.14393/dlv19a2025-16.
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This study aims to survey existing data repositories of Brazilian Portuguese language and speech and to evaluate their potential applications in forensic phonetics, with a particular focus on speaker comparison tasks. A total of 45 speech corpora from various Brazilian regions were identified through consultations with specialists in sociolinguistics and dialectology, as well as through bibliographic research. To assess the potential use of these corpora for forensic purposes, a questionnaire was developed, addressing a range of aspects including general corpus characteristics, types of materials available, participant profiles, geographic coverage, and conditions for access and use of the collected data. Although the identified repositories fulfill their primary goal of documenting linguistic variation—especially at the lexical, syntactic, and conversational levels—they are not always suitable for the specific demands of speaker comparison within forensic phonetics. This task requires repositories that include high-quality audio recordings, metadata on speakers and recording conditions, and broad regional and demographic coverage to support the estimation of relevant linguistic and phonetic feature distributions. Among the 45 corpora surveyed, only seven were found to be adequately suited for use in speaker comparison analyses, particularly when employing likelihood ratio-based approaches, which require representative reference data. The results underscore a significant gap in the availability of appropriate and accessible resources for forensic phonetic applications in Brazil. In particular, there is a notable lack of corpora providing audio materials from the Central-West and North regions, and only one corpus includes such materials for the South and Northeast regions. This regional imbalance limits the ability to conduct robust speaker comparison analyses nationwide. Given these findings, it is essential that current and future corpus development initiatives consider including high-quality audio data, detailed metadata, and broad geographic representation. The outcomes of this research are relevant not only for linguists and forensic phonetics specialists but also for researchers working in related areas of language study, who may benefit from greater access to phonetically and regionally representative data.
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Mohamad Lahay, Rabiatul Adawiyah Ibrahim, Napis Djuaeni, and Damhuri. "Studi Komparatif Rima dan Saja’ Dalam Stilistika." AL-KILMAH 3, no. 1 (2024): 51–62. http://dx.doi.org/10.58194/alkilmah.v3i1.1856.
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Rhyme and saj' (rhymed prose) are forms of literary beauty in Indonesian and Arabic literature often used in poetry, pantun, and syair. Although there have been several studies on aspects of rhyme and saj', there is still a need for research exploring the correlation between these two literary styles. This study aims to analyze the differences and similarities between rhyme and saj' using literature study methods and comparative analysis. The results reveal eight components that were examined: rhyme placement at the beginning, middle, and end of lines; use of rhyme in multi-word phrases; phonetic similarity in letters; similarity of vowels (harakat) in phonetics; variations in rhyme patterns; and word balance harmony. Of these eight components, similarities between rhyme and saj' were found in four aspects: rhyme placement in the middle and end of lines, use of rhyme in multi-word phrases, and phonetic similarity in letters. Differences lie in the other four components: rhyme placement at the beginning of lines, vowel similarity in phonetics, variations in rhyme patterns, and word balance harmony. This research contributes significantly to the understanding of literary disciplines, particularly regarding rhyme and saj'. These findings are expected to enrich insights into the uniqueness and similarities between Indonesian and Arabic literary traditions, as well as open opportunities for further comparative studies in linguistics and literature.
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CHIGRINOVA, E. A. "ABOUT THE EXPERIENCE OF USING MULTIMEDIA TOOLS IN TEACHING PHONETICS OF RUSSAIN AS A FOREIGN LANGUAGE (ON VOLSMU EXAMPLE)." PRIMO ASPECTU, no. 1(57) (January 2024): 55–59. http://dx.doi.org/10.35211/2500-2635-2024-1-57-55-59.
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A necessary condition for the development of communication skills and abilities in a foreign audience is mastering the skills of correct pronunciation. Foreign students are going to communicate with native speakers, and also receive higher professional education in Russian language. Work on the production of any sound of Russian language is preceded by the development of phonemic hearing: students need to learn to distinguish and recognize Russian phonemes by ear. This research is devoted to the analysis of the techniques and methods available in the methodology for teaching phonetics of the Russian language to foreign students of non-linguistic universities from different countries at the present time. The features of the production of vowel and consonant sounds that cause special difficulties for students are considered. Particular attention is paid to modern multimedia tools and online resources that contribute to the successful mastery of the phonetic structure of the Russian language by foreign students. The author proves the need to use interactive exercises to create sounds and overcome difficulties associated with pronunciation. In addition, examples of specific exercises for introducing, training and consolidating phonetic material are given. This article can serve as a practical basis for methodological recommendations to lecturers of Russian as a foreign language in the process of teaching foreign students both in introductory phonetic and accompanying phonetics courses.
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Im, S. B. "The use of Turkic loanwords in the Russian language." E3S Web of Conferences 413 (2023): 03015. http://dx.doi.org/10.1051/e3sconf/202341303015.
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The subject of the research is loanwords form Turkic languages in the Russian language. The basic rules for the development of the language, its connections with the history of society in different periods are clearly manifested precisely in the vocabulary. Loanwords from Turkic languages were borrowed through oral speech. This led to the emergence of various options for borrowing. The article describes the internal rules for the development of Turkic loanwords, reflected in their composition, functioning, semantics, and phonetics. The borrowing of loanwords, in particular, from the Turkic languages, is determined mainly by the needs of semantic differentiation. Turkic loanwords, as well as Western European loanwords, changed in semantics and went beyond the original sphere of functioning. In the process of development, Turkic vocabulary adjusts to the phonetic, morphological and semantic norms of the Russian language by changing their phonetic composition and semantics. Turkic loanwords are mostly monosemantic words that filled in the gaps in the system of nomination. Therefore, Turkic vocabulary was the only means of nomination for a long time. Later, becoming a part of the Russian language, Turkic loanwords acquire figurative meanings.
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Maddieson, Ian. "Phonetics in the Field." Annual Meeting of the Berkeley Linguistics Society 28, no. 1 (2002): 411. http://dx.doi.org/10.3765/bls.v28i1.3855.
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it seems generally the case that little detail on specifically phonetic matters is provided in a typical grammar, nor is there much use of phonetic techniques to provide insights on other matters, such as adding precision to observations of phonological alternations or testing whether supposed syntactic ambiguities are actually disambiguated at the phonetic level. While syntactic patterns are documented with example sentences, often from natural discourse or texts, the phonetic facts are rarely if ever documented by the presentation of hard evidence. In order to see if this impression was justified a survey of twenty grammars published or submitted as doctoral dissertations in the period of a dozen years from 1989 to 2000 was conducted.
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Zou, Yun, and Desong Zhan. "Patients’ expectation and satisfaction with complete denture before and after the therapy." Vojnosanitetski pregled 72, no. 6 (2015): 495–98. http://dx.doi.org/10.2298/vsp140229002z.
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Background/Aim. Difficulties in the acceptance of dentures are multifactorial including psychosocial ones. It is questionable whether the patients? satisfaction depends only on the complete denture therapy characteristics. The aim of the study was to evaluated patients? expectation and satisfaction with complete dentures before and after the treatment concerning phonetics, chewing, comfort of use and aesthetics. Methods. Forty complete edentulous patients rated their expectation before and satisfaction after the treatment based on a questionnaire scores. Patient-related variables regarding age, gender and previous experience (whether worn complete denture or not) were also recorded. Results. Patients? rating for expectations were higher than the satisfaction after treatment regarding phonetics, chewing, comfort of use and aesthetics. A negative significant correlation was shown between the items before and after the treatment rating for phonetics, chewing, comfort of use and aesthetics. No statistical correlation was found between all the evaluated aspects? (i.e. phonetics, chewing, comfort of use and aesthetics) of expectation and satisfaction, and age, gender, and previous experience except a weak negative correlation noticed between age and comfort of denture use. Conclusion. Patients? expectations ratings significantly exceeded their satisfactions. Expectations and satisfaction ratings were irrespective of gender and patients previous experience.
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Khatira, Avaz Gojayeva. "The Role of Prosodic Factors in Determining The Meaning of The Text." International Journal of Social Science And Human Research 04, no. 12 (2021): 3930–35. https://doi.org/10.47191/ijsshr/v4-i12-65.
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Intonation is a very complex language unit. It has many functions, and these functions are performed by different phonetic events: 1. A phonetic event that performs the attitude function. This function reflects attitude, emotion, and different phonetic events. For example, depending on the context of the speech and the current situation of the speaker, you can use falling intonation, rising intonation, falling-rising intonation, rising-falling tones. 2. A phonetic event that performs an accentual function. This term is used in connection with an accent. Some phonetics also use stress instead of accent. In this function, the emphasis falls on the last lexical word, and the phonetic event of accentuation and clarification of intonation is performed. 3. A phonetic event that performs a grammatical function. In this function, tone boundaries are defined by intonation. With the help of this phonetic phenomenon, the listener can better recognize the grammar and syntactic structure of what is being said. 4. A phonetic event that performs a discourse function. The main task of this phonetic event is to convey to the listener what "new" information is. An eye-catching tonic accent is placed on the appropriate syllable of a particular sound.
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Andrason, Alexander, Admire Phiri, and Anne-Maria Fehn. "The meaning and form of onomatopoeias in Tjwao." Canadian Journal of Linguistics/Revue canadienne de linguistique 68, no. 3 (2023): 349–86. http://dx.doi.org/10.1017/cnj.2023.17.
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AbstractThe present article analyzes the meaning and form of onomatopoeias in Tjwao, a Khoe-Kwadi (Kalahari Khoe) language. Making use of a prototype approach to categorization, a corpus of 113 onomatopoeic lexemes were tested for their compliance with the semantic, phonetic, and morphological features associated with the prototype of onomatopoeias in scholarly literature. The evidence demonstrates that Tjwao onomatopoeias tend to instantiate the prototype fully. This signifies, in turn, that, as far as their phonetics and morphology are concerned, Tjwao onomatopoeias tend to be extra-systematic.
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Rosalinah, Yanti, Wulansari Regina Shafa Alya, and Zahra Yasmin. "Long and Short Vowel Sounds in “Gasoline” and “Colors” Song Lyrics by Halsey." Golden Ratio of Data in Summary 5, no. 1 (2025): 33–43. https://doi.org/10.52970/grdis.v5i1.888.
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This study uses a phonetic technique to analyze the vowel sounds in Halsey's “Gasoline” and “Colors” songs. The use of long and short vowels in the lyrics is the subject of the examination. The study aims to present research findings on the long and short vowels in Halsey’s songs “Gasoline” and “Colors.” The writer also determines the impact of long and short vowels on the songs. The research methodology is a qualitative approach. The writer uses phonetics studies to analyze the long and short vowel sounds displayed in a table to provide a thorough understanding of the vowel sounds in the lyrics. According to the study, Halsey's songs' emotional effect is greatly influenced by phonetics, particularly long and short vowels. There are 87 examples of long vowels and 49 of short vowels. In the song "Colors” there are 72 examples of long vowels and 28 of short vowels, demonstrating how vowel articulation such as /iː/, /ɑː/, and /uː/ may improve emotion and intelligibility. Research on the significance of vowel sounds in successful vocal performance is supported by the notion that anatomical elements, such as the location of the tongue and lips, are necessary for appropriate pronunciation. The results provide insights into phonetics and linguistics in lyrics and demonstrate how vowel usage enhances emotional expressiveness in music.
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Ali, Sri Widyarti. "English Phonetics and Phonology Learning and Its Impact on Students’ English Pronunciation." International Journal of English Education and Linguistics (IJoEEL) 5, no. 1 (2023): 1–17. http://dx.doi.org/10.33650/ijoeel.v5i1.5930.
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This study aims to identify students' perceptions and expectations of English Phonetics and Phonology learning, and whether the learning process in this course meets students' needs and expectations for mastering English pronunciation. This research is conducted at the English department of Universitas Negeri Gorontalo, by taking English Department students as research subjects. Students' perceptions and expectations regarding the English phonetics and phonology course are described using a qualitative method gleaned from student interviews. The interviews show students' perceptions of the English phonetics and phonology course that the process of learning the subject is enjoyable, the lecturer's teaching method aids students to comprehend the course material, and the course material was well-explained. While the findings of interviews on students' perceptions of the impact of studying English phonetics and phonology on their English pronunciation show that through this course students gain a better understanding of phonetics symbols, are able to recognize and distinguish various English sounds, are capable of producing language sounds with the proper use of speech organs, can correctly apply stress and intonation to English words and sentences, and improve their English pronunciation. Finally, students have expectations about the teaching and learning of English phonetics and phonology, such as lecturers should use more interesting teaching techniques, provide more practice to students, and ensure students comprehend the lesson learned before class ends.
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Shadike, Muhetaer, and Buheliqiguli Wasili. "Acoustic Articulatory of Uyghur Phonetics." Applied Mechanics and Materials 519-520 (February 2014): 764–68. http://dx.doi.org/10.4028/www.scientific.net/amm.519-520.764.
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In this paper, we thus turn to articulatory of Uyghur phonetics, the study of how phone are produced as the various organs in the mouth, throat, and nose modify the airflow from the lungs. And beside that we use a Bayesian approach based on multivariate Gaussian distribution to analyses of the acoustic articulatory of Uyghur phonemes.
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Saienko, Nataliia. "The influence of phonetic competence on the success of cross-cultural communication." Bulletin of Kharkov National Automobile and Highway University 1, no. 102 (2024): 104. http://dx.doi.org/10.30977/bul.2219-5548.2023.102.1.104.
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Problem. The developed phonetic competence is a prerequisite for successful cross-cultural communication, as it ensures mutual understanding of interlocutors in communication. The limited number of hours for learning a foreign language in a technical university, on the one hand, and the emergence of an increasing number of digital educational tools, on the other hand, require the search for new means of teaching phonetics in the context of preparation for cross-cultural communication. Goal. To analyze the methods of developing phonetic skills of non-linguistic HEI students and to propose new approaches to the combined development of phonetic and sociocultural competences using modern digital technologies. Methodology. It is determined that mastering the phonetic system of the language means a high level of development of phonetic skills, which include auditory-pronunciation, intonation, receptive and reproductive skills. The stages of formation of phonetic competence are traced, and a number of principles underlying the teaching of pronunciation are highlighted. The existing approaches to the formation of phonetic competence are analyzed, it is indicated that most effectively the task of teaching pronunciation can be solved using the audio-lingual method, which involves repeated listening and pronunciation of speech fragments, and leads to the formation of certain language automatisms. When developing new methods of forming phonetic competence, mobile technologies can be actively used, which allow learning the language at any convenient time and in any convenient place. Results. For the combined formation of phonetic and cross-cultural competences using the audio-lingual method, the course "Cultural sketches" was developed, which included thirty culture-related topics covering the most diverse fields of culture: Each topic was presented as an audiovisual file with parallel translation, the texts were processed using translingual strategies, which imply the alternating use of native and foreign languages, giving students the opportunity to practice language fragments as many times as they needed to consolidate the material and bring it to automaticity. Originality. Phonetic competence was formed in combination with cross-cultural competence, which implies assimilation of a wide range of sociocultural knowledge from various fields of human activity, using the method of audiovisual translation, which was implemented thanks to the use of mobile technologies. Practical value. The experience of practical work with the use of mobile tools for teaching phonetics shows that this approach makes it possible to increase the level of phonetic competence in the use of the English language by future specialists, and also stimulates them to self-development and independent activity.
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Al -Zubaidi, Assist Instructor Rasha Tareq Awad, and Instructor: Sinan Ameer Yousif. "The Impact of phonetic Cues in Connected Speech." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, no. 4 (2020): 33–42. http://dx.doi.org/10.36473/ujhss.v59i4.1204.
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The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream?
 In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech. 
 The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues.
 In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made
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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.
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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of
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Mulatsih, Devi. "Pronunciation Ability by Using English Song in Indonesian Student of Unswagati Cirebon." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 294. http://dx.doi.org/10.33603/perspective.v2i2.1665.
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Pronunciation is the production of speech sounds for communication. It is the most difficult area of English. This study was conducted under the consideration that pronouncing English words plays an important role. Because of the differences between English and Indonesian pronunciation, many students pronounce English words incorrectly. Data from the Phonetic of English and the rule of how to pronounce English words has been crucial in the development of Phonetics theory throughout its recent past. Explaining the use of English song can increase the pronunciation ability to the students of Unswagati Cirebon in question.
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Gussenhoven, Carlos, and René Kager. "Introduction: phonetics in phonology." Phonology 18, no. 1 (2001): 1–6. http://dx.doi.org/10.1017/s0952675701004055.
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If there is such a person as the average phonologist, he might have a conception of the relation between phonetics and phonology that comes close to the relation between social perceptions of crimes and a Code of Criminal Law. The Code's definition of various types of crimes and the penalty each type carries ultimately reflect, to put it crudely, the feelings of the people. Also, the Code's development will reflect social change. Criminal codes will typically incorporate the changing perceptions of the general public, and will now begin to include articles devoted to the use of the Internet, for instance. But at the end of the day, what counts in a law suit is what is in the Criminal Code, not the feelings of the people. So it is with phonology. It is easy to show that lexical forms are frequently related to functional (ergonomic) considerations, and that the way the grammar processes them into surface representations will amount to a reasonable articulatory task for the speaker, while equally the acoustic result will enable the listener to recognise these forms with reasonable ease. However, ultimately we say things the way we do because our lexical representations are the way they are, and our phonological grammar is the way it is.
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Yuldosheva, Begoyim. "MODERN METHODS OF TEACHING THE DEPARTMENT OF PHONETICS." MODERN SCIENCE AND RESEARCH 2, no. 12 (2023): 1131–33. https://doi.org/10.5281/zenodo.10429323.
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<em>This article provides general information about the phonetics department. The goals and tasks of teaching the phonetics department are explained. An opinion was expressed that the use of interactive methods in teaching the subject to students helps students to think independently and take a new approach.</em>
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Hougaard, Tina Thode. "Interjections, phonetics, and the body." Scandinavian Studies in Language 10, no. 1 (2019): 98–109. http://dx.doi.org/10.7146/sss.v10i1.114673.
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Emotive interjections are normally associated with the spoken language, but in this article, I will investigate the use of two interjections, åh ‘oh’ and puha ‘whew’ in written communication on Facebook – on the two Danish Facebook groups built around the illness and death of two young children in 2015: “Fighting for Magnus (Miv)” and “Commemorative site for Lærke Rønde Timm”. Interjections are understood as affective expressions because they reflect some of the bodily reactions and participatory investment of the followers of the two groups. The main argument in the article is that the participants write interjections as a way to deal with affective extraordinary experiences. Through phonetic analysis the interjections are seen as bodily felt and triggered reaction.
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Nuning Indagwiya, Weni Febriyanti, Novi Afriliya, and Hasan Suaedi. "Analisis Sistem Fonetik Penggunaan Bahasa Madura pada Masyarakat Klenang Lor Probolinggo." Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora 3, no. 2 (2025): 01–14. https://doi.org/10.59024/atmosfer.v3i2.1248.
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This research aims to analyze the phonetic system in the use of Madurese in the Klenang Lor community, Probolinggo. Madurese is one of the regional languages in Indonesia which has phonetic and phonological characteristics, making it interesting to study in the sociolinguistic context of local communities. The research method used is descriptive qualitative with data collection through interviews, observation and documentation. The results of the analysis show that the Klenang Lor people tend to use Madurese with the influence of local dialects which influence the pronunciation of vowels, consonants and intonation. Certain phonemes such as /ʈ/, /ɖ/, and /ʔ/ have an important role in distinguishing word meanings. Apart from that, there are phonetic adaptations that occur due to interactions with Javanese and Indonesian as the dominant languages in the area. This study also found a shift in the use of Madurese among the younger generation who more often use Indonesian in daily communication. This research contributes to the preservation of regional languages and becomes a reference for more in-depth linguistic studies. It is hoped that these findings will provide insight into how Madurese language phonetics are maintained and adapted in a multilingual society.
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Timofeeva, Yu A. "Ethno-oriented approach to teaching russian phonetics to foreign-language schoolchildren." Philology and Culture, no. 3 (October 5, 2023): 264–69. http://dx.doi.org/10.26907/2782-4756-2023-73-3-264-269.
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The article discusses the possibilities of using an ethno-oriented approach in teaching Russian pronunciation to younger foreign students. We attempt to solve the problem of overcoming phonetic interference in the speech of Tajik children studying in Russian schools. The purpose of the study presented in the article is to substantiate and develop an effective ethnic-oriented set of exercises to overcome the Tajik-Russian phonetic interference and the formation of pronunciation skills in children with Tajik as their native language. In the course of a comparative analysis of the Russian and Tajik phonetic systems, we reveal their differences, which are potential interferemes – points of a possible negative transfer of the native language sounds on the articulation of Russian ones. Taking into account the results of a comparative analysis, we have developed special sets of exercises that practice all stages of the formation of pronunciation skills in Tajik children. The article proves the expediency of using these educational complexes with schoolchildren in a video format where the work on sounds is supervised by an experienced teacher of Russian as a foreign language with a speech therapy education, which allows him to use special techniques for improving pronunciation skills, allowing foreign children to overcome the existing articulatory stereotypes of their native language. Particular attention is paid to articulatory warm-ups, which prepare the organs of speech for productive work on a certain sound. The research materials can be used directly in the educational process, as well as in the development of recommendations for school teachers working with foreign children and textbooks on phonetics, including educational aids in innovative formats, which determines the practical and theoretical value of the presented conception of ethno-oriented phonetics teaching.
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Fitria, Tira Nur. "Using Phonetic Transcription App as Media of Teaching Phonetics in English Pronunciation Skill." Education of English as A Foreign Language 6, no. 1 (2023): 57–70. http://dx.doi.org/10.21776/ub.educafl.2023.006.01.04.
Full textAbstract:
This research stimulates the use of toSpeech phonetic transcription app as media for teaching phonetics in English pronunciation. This research is descriptive qualitative. The analysis shows that in using toPhonetic app, we as teachers or lecturers can click the website https://tophonetics.com/. The apps show 1) several languages available. 2) a column box for pasting English text, 3) an option of English accents both British and American with several choices of a male or female voice. 3) an option to show the phonetic transcription including transcription only, transcription slide by side with English text, and transcription line by line with English. 4) an option to set the pronunciation speed. In using toPhonetic app, we as teachers or lecturers can choose the English language to teach pronunciation. We paste English text into the available column box and choose from a male or female voice and an English accent both British and American. We also can set the pronunciation speed. If we click the sound of pronunciation, the chosen voice and accent will pronounce each word and shows the phonetic transcription in British and American accent. We can play the sound and ask the students to be concerned with the phonetic transcription and imitate the sound with an American accent. Given the limited time available for English class, pronunciation is sometimes the most disregarded part of language learning. However, when the pronunciation of the learner is expected to be good or native-like, as is the case when a language teacher or lecturer is involved, opportunities for students to do self-study inside and outside of class should be considered, of them is utilizing toSpeech as an app for their learning English pronunciation.
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Ouahmiche, Ghania. "Vers l’élaboration d’un questionnaire sur les stratégies d’apprentissage de la prononciation du français." Traduction et Langues 11, no. 2 (2002): 153–69. http://dx.doi.org/10.52919/translang.v11i2.602.
Full textAbstract:
Towards the development of a questionnaire on learning strategies of French pronunciation
 In this study, we will discuss the methodology that we adopted to develop and analyze a questionnaire on learning strategies for the pronunciation of a foreign language, in this case French. First, we describe the development of this questionnaire in order to interpret the responses obtained. Then, we discuss the validation of this questionnaire. Finally, we discuss the issues relevant to the question of the link between the use of strategies, and the positive or negative attitudes towards the sound system of the French language by the participants to our study. In fact, we seek through this questionnaire to explore the hypothesis stating that listeners/speakers who tend to frequently use mnemonic and metalinguistic strategies would exhibit more perceptual and productive skills/performances. In addition, this questionnaire was based on the systemic contrast of the different phonetic systems, in this case that of Standard Arabic, Oran Spoken Arabic, French, and sometimes other foreign languages such as English. These phonetico-phonological properties have formed the premises of a phonetic practice in the FFL (French as a foreign language) classroom based on an exploration of the segmental and suprasegmental divergences of the systems in question.The objective behind the development of this questionnaire is also motivated by our intention to change the learning habits instilled in students’ minds regarding the soundscape of a foreign language in order to calibrate their potential oriented towards a new type of phonetic instruction. However, this study confirmed our observation considering that the instruction received by Algerian students at the departments of French is of a traditional and conventional type, and does not favor strategic teaching. Therefore, it is high time to insist on the need for a training in phonetics oscillating the two types of instruction, namely the directive and non-directive methods.
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Prahaladaiah, Diwakar, and Kennedy Andrew Thomas. "Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading." Education Research International 2024 (February 6, 2024): 1–18. http://dx.doi.org/10.1155/2024/9087087.
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The current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (N = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.