Pronunciation

In this introduction part, the researcher discusses the six-term of sub chapters of the study. Those are the background of the study, the problem of the study, the objectives of the study, the significance of the study, the limitation of the study, and the definition of key terms.

Pronunciation is an integral part of foreign language learning since it directly affects learners' communicative competence as well as performance. Limited pronunciation skills can decrease learners' self-confidence, restrict social interactions, and negatively affect estimations of a speaker's credibility and abilities. The current focus on communicative approaches to EFL pronunciation learning and the concern for building communication skills are renewing interest in the role that pronunciation plays in EFL learners' overall communicative competence. The goals of this paper are to identify the features of pronunciation, explain factors affecting the learning of pronunciation, elaborate the integration of pronunciation into the curriculum, discuss the strategies for teaching pronunciation that can help EFL learners meet their personal and professional needs. The review of literature shows that with careful preparation and integration, pronunciation can play a significant role in supporting the learners' overall communicative skill.

Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek & Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers' first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners' ratings of the students' comprehensibility were similar for both teachers, despite many learners' stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.

Punjabi language is most widely spoken language of Pakistan (Abbas, Chohan, Ahmed, & Kaleem, 2016). Punjabi is under developed language because of which, upcoming generations are shifting to other technically and digitally developed languages such as Urdu and English. In result of which, the sound shift is being observed in Punjabi language. Sounds which used to be present in the past in Punjabi language are found missing now. This leads to a problematic situation that this sound shift may result in language extinction and sound loss. This study is about the sound change and it has been studied in Punjabi language. On the basis of observation of speech in surrounding, researcher made a hypothesis that those speakers of Punjabi language who acquired Punjabi as L1 are able to produce few distinctive sounds that are not produced by the speakers who acquired Urdu as a mother tongue. For this purpose, a corpus of 2 million words was collected and the words including the sounds |n| ‫ن‬ an...

Artikulu honek helburu du euskara-irakasleei gogoeta eragitea, euskararen ahoskerari eta prosodiari buruz, eta, aldi berean, gaitasun prosodikoa garatzeko jarraibide eta argibideak ematea. Bide hori egiteko, Axularren Gero maisu-lanaren "Irakurtzaileari" deritzon atalean oinarrituta, "Irakasleari" aitzinsolasean azaldu da aferaren muinaren jatorria. Ondoren, zer-nolako ibilbide urri eta malkarra izan duen ahoskerak euskararen irakaskuntzan, eta, berrikiago, Helduen Euskalduntzearen Oinarrizko Curriculumean (HEOC) nolako isla daukan alderdi fonologikoak gaitasun fonologikoaren barruan; ebaluazioan ere azaltzen da mailaz maila. Ahoskerak ere izan du Euskaltzaindiaren arreta, eta EBAZ arauaren berri ematen da: euskara batuaren ahoskera zaindua. Aurrerago ahoskeraren eta prosodiaren inguruko proposamenak eta ikerlanak berbabide, hauxe garatzen da: Txillardegiren euskal azentuaren inguruko proposamena eta hari buruzko artikuluaren aitzindaritasuna azalduz, ahoskera lantzeko argibideak eta jarduerak, Euskal Herriko Unibertsitateko irakasleek egindakoa, eta, ahoskeraren gaineko oso lan interesgarria. Azkenik, teoria guztia praktikan ipintzeko, proposamen curricular eta didaktikoa egiten da, gaitasun prosodikoa HEOCean txertatu eta hari buruzko jakintza eta kontzientzia zabaltzeko.

Este estudio se enfoca en comprender los aspectos necesarios para enseñar la percepción y pronunciación de cuatro consonantes retroflejas del chino mandarín a un público hispanohablante. A través de una intervención pedagógica diseñada para la percepción y la producción de dichas consonantes en segmentos fonéticos aislados y contextualizados, estudiantes de chino pertenecientes a distintos niveles fueron orientados hacia la concientización fonológica y en el entrenamiento perceptivo sobre las retroflejas. De este estudio se desprenden cuatro reflexiones orientadas hacia el diseño de intervenciones focalizadas en la pronunciación: la promoción del reconocimiento, el uso de un modelo interactivo de enseñanza y aprendizaje de lenguas, la guía de la percepción a través de realimentación personalizada y la focalización en las etapas iniciales de aprendizaje. Las implicaciones pedagógicas de este estudio resaltan la necesidad de incorporar, con mayor fervor, prácticas de entrenamiento perceptivo en las clases de lengua extranjera.

This study focuses on understanding the necessary aspects to teach the perception and pronunciation of four retroflex Mandarin Chinese consonants to a Spanish-Speaking audience. Through a pedagogical intervention designed for the perception and production of these consonants in isolated and contextualized phonetic segments, students of Chinese belonging to different levels were guided towards phonological awareness and the perceptual training of retroflexes. Four reflections connected to the design of pedagogic interventions focused on pronunciation emerged from this study: the promotion of noticing, the use of an interactive model of language teaching and learning, the guidance of perception through personalized feedback and the focus on the initial stages of learning. The pedagogical implications of this study highlight the need to incorporate perceptual training practices more eagerly in foreign language classes.

The study aims at investigating the role of reading aloud on English as foreign language for learners in improving reading and pronunciation at basic level schools. The study used the descriptive analytical method. In order to examine the hypotheses, the study used a questionnaire as a tool for collecting needed data. The questionnaire was distributed randomly to fifty English language teachers at private schools in Bahary locality. The data was analyzed by using SPSS program. The study came up with results that reading aloud is beneficial to develop and promote pupils reading, as well as improving their pronunciation. The study mentioned some recommendations and suggested some points of studies which can convene futurity.

This study was conducted in the University of Cape Coast as a field work on how educated Ghanaians pronounce some specific vowel sounds in English. Considering that Ghanaians are non-native speakers of English, there is the tendency of educated Ghanaians to pronounce some vowels in peculiar ways. There is also the tendency of a variety of pronunciations even by different educated Ghanaians. The focus of this study was to identify these specific pronunciations from educated Ghanaians of different language backgrounds and to find out the plausible causes for the varieties of pronunciation. Thirty (30) speakers of English drawn from various ethnolinguistic backgrounds who are pursuing various masters’ programmes in the University of Cape Coast were used for this field work. The words containing the specific vowel sounds under study were provided on sheets of paper for these people to read. The pronunciations were then recorded on a tape and were later transcribed broadly. In each word ...

This study aims at identifying the perception of students in using U-Dictionary in learning pronunciation. Speaking is one of the most challenging abilities to develop foreign language learners such as Indonesian and one of the components of speaking is pronunciation. People often find a problem with pronunciation when they speak, read, or listen to English words. In the digital era, people can learn anything from the internet platform, such as using online learning through apps at smartphones. This study is qualitative research and the writer describe the students’ perception in using U dictionary in learning pronunciation. The writers did an observation to English study program students from the fourth semester who are eligible for this research. There were 30 students participated as respondents and all of them were interviewed in order to have true information. The result shows that most of the students think that as English study program students, learning pronunciation is impo...

On the basis of a large-scale online survey carried out during Austria’s ‘first lockdown’ in the course of the Covid-19 pandemic in 2020, this article discusses variation in pronunciation of the word Quarantäne (‘quarantine’) in standard Austrian German, focusing on the variants [k-] vs. [kv-] in the onset. Results show a clear societal preference for [k-], while also exhibiting a pattern of intergenerational variation whereby young speakers predominantly indicate their preference for [k-] and older speakers for [kv-]. Survey findings are contextualized with a content-based analysis ofsocietal discourses from an online forum discussion centering on the issue, which show considerable polarization as well as no awareness of the intergenerational pattern. The study outcome is related to issues of codification (notably pertaining to the Österreichisches Wörterbuch) as well as general variationist sociolinguistic theorizing, especially Labov’s indicatormarker-stereotype taxonomy and its implications.

This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.

Vietnamese speakers of English are often able to communicate much more efficiently in writing than in speaking. Many have quite high proficiency levels, with full command of advanced vocabulary and complex syntax, yet they have great difficulty making themselves understood when speaking English to both native and non-native speakers. This paper explores the phonetic events associated with breakdowns in intelligibility, and looks at compensatory mechanisms which are used.

Vocabulary and Pronouncation in English is very important. When you want to speak English, the two things must be understood. This paper explains how vocabulary and pronouncation can be taught to elementary school students well. By using music media and English songs that have a good meaning, can facilitate the way students learn in receiving subjects delivered by a teacher. Primary school students tend to still have a high intelligence, by utilizing the student's intelligence students can easily understand form of the sentence patterns of English, vocabulary and pronunciation well. Students can also be more expression and active in classroom learning as well as increase the sense of enjoyment and pleasure in learning English.

This sample contains the beginning of the list of the most commonly mispronounced words (the complete book contains several hundred more words) and the beginning of the second part, which describes common error patterns in English pronunciation. The third part about English phonology is not included in the sample.

ABSTRACT

This work investigates the phonological awareness of professors of English as L2 and discusses the importance of a systematic approach of phonetic and phonological aspects in Brazilian classrooms so that there is a satisfactory teaching of English, especially in the sphere of speech, which is the largest obstacle for those who study it. In order to carry out our discussions, we assumed that the need for proper pronunciation of English teachers has been little emphasized in teaching training centers, especially in English programs, and we bring the theoretical basis of some of the biggest names among those who dedicated to research the sounds of language and speech. As a research question, we outlined the diphthongs on the segmental level of pronunciation in order to show that the intelligibility and communication of a language articulate the control, of not only grammar and lexicon, but phonetics, also. The method used is the inductive, and the application consisted on collecting, via audio recording, the speech of five English professors and teachers of English as L2 at universities and language schools. At the last stage of the work, we propose a simple exercise that envisions to enhance the issues discussed, which concern the training and teaching of English phonetics. After all ruminations, we conclude that, on the one hand, without formal instruction, pronunciation teaching will be rather precarious and will not prompt the student to acquire the phonological awareness of the English language; on the other hand, the foreign speaker’s phonological awareness, solely, does not support the ability to teach English as L2 either, which proves there is no full phonological awareness when it does not come from the combination between the formal and the empirical of the language.

Keywords: Phonological awareness. Professors of English as L2. Pronunciation. Diphthongs.

Anyone who is interested in the teaching of pronunciation is aware of the Cinderella metaphor. It is one that I have heard many, many times at professional conferences such as International TESOL. But where did the Cinderella image come from? In 1969, L.G Kelly said 'It will be obvious that pronunciation has been the Cinderella of language teaching, largely because the linguistic sciences on which its teaching rests did not achieve the sophistication of semantics, lexicology, and grammar until the 19th century' (p.87). But note the verb tense in Kelly: 'Pronunciation has been the Cinderella of language teaching'. Kelly is saying that pronunciation is no longer the Cinderella but is rather an equal part of the language teaching family. And yet the metaphor did not go away. In 1996, in the first version of Celce-Murcia, Brinton, and Goodwin's book, pronunciation was said to suffer from 'the Cinderella syndrome, kept behind doors and out of sight' (1996, p.323). Even four decades after Kelly, Adrian Underhill said, 'I suggest that pronunciation is the Cinderella of language teaching. It has been neglected and disconnected from other language learning activities' (http://www.adrianunderhill.com/2010/09/22/pronunciation-the-cinderella­of-lanquaqe-teachingl). So it appears that pronunciation practitioners never got the message that pronunciation was Cinderella no more, and the metaphor has continued to have power over how we see ourselves: victimized, neglected, and left at home when everyone else goes to the language-teaching ball.

Este artigo faz uma análise linguística das falas em Latim presentes no longa-metragem “A Paixão de Cristo”, filme este produzido pelo ator e diretor norte-americano Mel Gibson. Pretende-se, neste artigo, discutir o uso de uma língua dita “morta” em filme que retrata as últimas horas de Cristo. Os resultados apontam que a pronúncia do Latim que mais foi utilizada nas cenas pertence à Pronúncia Eclesiástica (ou Romana), com algumas formas advindas da Pronúncia Restaurada (ou Reconstituída).

helps us to read the sound vibration of particular name or any word. It is "The universal science of pronunciation or an articulation. It is used to know the actual sound vibration and hidden meaning of that name. Pronology is one step higher to name synchronization according to Birth details of native. Whereas Numerology depends upon the numerical value of a name and Pronology depends on the sound vibration in that name. By a proper combination of Pronology and Numerology, we can make the person's achieve on higher success. At present, it is called as Nameology, the science of words with the vibration of number and sound using in the name. The universe and the Vedas have given us lot of different subjects like Astrology, Palmistry, Human-Body Science, Numerology and Vastu etc. All the subjects have their own languages and system to read and understand by Horoscope and Numeroscope of native or Vastu map of building or land, like wise today we are using the Name Chart for reading and predicting the life's success and downfalls of native by alphanumeric system and sound vibration used in that name. The name itself is capable to achieve the prosperity in human life, if the combinations of number are utilized properly with sound vibration. Numerology is a divine science to point out the numerical value of a name and Pronology is the universal science of vibration to analyze the sound of that name, So Nameology is the powerful subject having combination of 26 letters of English language and 8 digits (1 to 8 number) to read and to understand the hidden facts of numbers. Each alphabet has different wavelength, sound, colour and character, which can be articulated scientifically in proper manner to get higher success and prosperity in the name. Positive and good sound in name helps to reduce the hurdles in life, but negative and bad sound likely increases the obstacles in life, whereas pronology can only help to examine the good or bad sound vibration in name. A good pronunciation and proper combination of sound and numbers respectively can give us healthy as well as wealthy life. Just need to know the secret science behind it. For example, the name word of 'PRASAD', the numerical value of Prasad is, (using Chaldean Numerology system) 8+2+1+3+1+4=19/1, the number of planet Sun, The Prince of Heaven and The King of Solar System, but the sound vibration of name has different story behind it. The pronunciation is 'Pr+a+sad' or 'Pra+Sad', while initial letter of name is P, which denotes by number-8, the number of planet Saturn. Second word is 'Sad' means sadness, sorrow or trouble. Everyone knows the relationship of Sun and Saturn in human life. So now the real meaning and facts of name word 'Prasad' will be totally changed, a person who is living alone with lot of sorrow and struggle in life, no proper support from family and friends. He can have sadness, health trouble and obstacle in life. Numerological meaning of 'Prasad' is good, but Pronunciation, the sound vibration of 'Prasad' is not good as numbers. So the professional life of name having 'Prasad' can be good, but the personal and social life may not be good as much should be. Another example is to understand the science of pronology, we read the name word of 'Universe'. It contains two words together 'Uni+Verse', here the first word 'Uni' stands for 'One Only' and the second word 'Verse', stands for 'Sound'. It means the entire universe has one spiritual sound i.e. or 'AUM' or 'OM' and the numerical value of 'Universe' is, 6+5+1+6+5+2+3+5=33/6, the master number of planet Jupiter comes to Venus, means the master of spiritual enlightenment and trainer for selfless giving with abundant wealth. The Universe has infinite peace, love and abundant of wealth with spirituality and selflessness, while initial letter of universe is also U, which denotes by number-6, the number of planet Venus, the luxurious life with good health and wealth.

Durante el periodo estructuralista, la pronunciación constituía un pilar fundamental en la enseñanza de LE. Sin embargo, a partir del surgimiento del Enfoque comunicativo i en los años 70 ii , la pronunciación empezó a recibir menos atención tanto en las aulas como en los manuales didácticos iii. Las razones son diversas, pero destacan especialmente dos. En primer lugar, se empezó a considerar que la pronunciación no merecía una atención directa, porque el acento extranjero no impedía la comunicación. En segundo lugar, se instauró la idea de que la instrucción en pronunciación no tenía consecuencias sustanciales en las habilidades fonéticas de los estudiantes. En nuestra opinión, ambas creencias son erróneas. Hoy en día la situación está empezando a cambiar, sin embargo, algunas reticencias comunicativas hacia la clase de pronunciación todavía permanecen. Esto explica en parte que, a pesar del paso del tiempo, hoy debamos seguir hablando de dos  métodos de pronunciación con base fonética: el Método fono-articulatorio y el Método verbo-tonal, situados ambos en el periodo estructuralista.

For EFL speakers, prosodic features such as intonation and word stress contribute greatly to the comprehensibility of an utterance (Derwing & Rossiter, 2003; Zielinski, 2008). Yet, many of the problems learners face in being understood may be due to L1-L2 transfer of these prosodic features (Flege, 1984). While some phonological research has been done on Georgian speakers speaking in Georgian (Alkhazishvili, 1959; Skopeteas, Féry, & Asatiani, 2008), little is known about L1-L2 phonological transfer in Georgian EFL learners' utterances in English. Additionally, no known study has used Praat training with Georgian EFL speakers to increase the awareness of intonation and word stress in English and improve the intelligibility of their utterance. This study investigated L1-L2 transfer in word stress and intonation of speech collected during a freespeaking activity from several Georgian EFL learner participants. Based on examples in the recordings, five problematic words and five problematic phrases in English were identified as target forms for a three-week pronunciation training that focused on intonation and word stress with Praat with the same six participants. Recordings before and after pronunciation training will be collected and analyzed to investigate modifications made by the participants. Results indicate a statistically significant improvement in word stress, however a non-significant change in intonation. While certain features of L1-L2 transfer in word stress and intonation are present in the data, they do not match exactly the tendency of Georgian speakers. Implications are made for pronunciation teachers of Georgian learners as well as teachers with learners of other languages that face similar prosodic differences.

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman's (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students' learning experience and learning outcome.

The current version of Test of Orals for Schools and Colleges is not just a revised form of the original version but a great departure in terms of structure, content and methodology.  Theoretical issues which are not of great importance to the secondary level have been sent to where they belong.  Another beautiful thing about the book is the skilful transition from secondary level to tertiary.  It is disheartening to point out that very often, students in the one hundred level Spoken English class at the tertiary level respond to practical spoken English lessons as if they have never had a lesson in this aspect of English before.  This version of Test of Orals for Schools and Colleges has actually come out boldly to blend the two levels to the advantage of the students.