Correct Pronunciation Of Words Research Articles

Psychological And Linguistic Factors In The Process Of Teaching The English Vocabulary

This article describes the psychological and linguistic factors that determine the process of learning vocabulary. There is also information about the use of words in various situations, performing various exercises using memory, correct pronunciation of words and learning words.

A Study of Selected Igbo Television Presenters’ Pronunciation of English Speech Sounds

The English language is used to solve the problem of language variation or problems emanating from language variation in Nigeria. Mass media plays a major role in conveying information to the general public. The conveyance of information is possible and easy when appropriate linguistic tools as well as the correct pronunciation of words are employed. However, there is always the implication of wrong pronunciation on the listeners whenever television presenters do not articulate words correctly. Some television presenters are faced with the problem of mother tongue interference which may lead to the incorrect articulation of English speech sounds. This is responsible for the phonological errors that are evident in the speeches of many television presenters, especially from the Igbo speech communities with significant implications on the educational performance of Nigerian youths who see them as stars and also imitate their phonological errors. The study, therefore, investigates the pronunciation of English speech sounds of selected Igbo television presenters. Data for the study were gathered from four (4) randomly selected television stations and one (1) purposively selected television station. These stations were selected because they are widely watched and some of them are award-winning television stations. The data collected were analyzed using simple percentage frequency. The result of the study reveals that the presenters in this study substitute /t/ for // and /d/ for /ð/; /Ɔ/ and /Ɔ:/ for //; /Ɔ:/, /a/, or /e/ for /ɜ:/ and /i/, /a/ or /e/ for /ǝ/. The reason for this is the fact that the central Igbo consonantal inventory has no dental fricatives // and /ð/ and at the vowel level, it has no central vowels //, /ɜ:/ and /ǝ/. So, interference occurs in the pronunciation of these sounds. Based on the findings, it is recommended that the phonological aspect of the English language should be handled by specialists; Nigerians should be sensitized on the need for proficiency in oral English hence, it should be one of the criteria for selection of television presenters.

The Role of Teachers' Motivation in Developing EFL Students' Speaking Skill at University of Salahaddin

This study aims to investigate the role of motivated EFL teachers on developing students' speaking skill and boosting their confidence to speak in English at two colleges of Salahaddin University (Viz. College of Basic Education and College of Languages). To do so, a quantitative approach is adopted in the study. To find out the effect of teacher motivation on improving students' speaking skill, a survey questionnaire is distributed to 87 students. The results show that motivated teachers improve students' speaking skill since they give feedback on correct pronunciation of words, correct use of grammatical tenses and the use of appropriate vocabularies. Furthermore, the findings demonstrate that motivated teachers boost students' confidence to speak in English in class since they use praising words to encourage students to speak in English, build a good rapport with them, use innovative methods of teaching, and make sure nobody laughs when students make mistakes. The findings will improve all the EFL teachers who would like to know how important teacher motivation is in improving students' speaking skill and building their confidence.

English Phonology: Student’s Perception Toward English Sound Application to The Learning of Pronunciation

Pronunciation is a crucial thing in English speaking, which is phonology in action. Phonological rules deal with the correct pronunciation of words. Pronunciation is an aspect of learning English that many students struggle with. In this digital era, students need simple thing to learn pronunciation. English sound is the application to help student learn pronunciation. This application learning more detailed about pronunciation, such as stress, symbol, sound, etc. This study is aims to investigate the perception of the students toward English Sound Application to the learning of pronunciation. the researched method used in this study is descriptive qualitative method, and the data collected through depth-interview. The data gathered through the interview with 10 students of 6th Grade English Education Department the result of the research have shown that most of the participant are the user of English Sound Application, and this app really enjoyable, useful, and gave many improvements in english. Accordingly, this research recommends students use English Sound Application in the learning of Phonology and pronunciation.

PROMOTING CORRECT PRONUNCIATION THROUGH VIDEO MATERIALS AT THE UNIVERSITIES

The article describes the difficulties in correct pronunciation of words and the ways of solving them. There are given many ways of solving some problems in teaching pronunciation. This article is about an importance of promoting pronunciation with the help of video materials at universities. Video materials help to improve student’s listening skills, vocabulary, spelling not only their pronunciation. The article consists of information about advantages of using video materials, techniques of developing pronunciation through video-materials.

The relationship between morphological awareness and reading comprehension in Spanish‐speaking children

In the last decades, a series of studies has explored the role of morphological awareness on reading comprehension. Path analysis studies performed in English have shown that morphological awareness benefits reading comprehension both directly and indirectly, through word decoding. This issue has seldom been explored in Spanish. The aim of this study was to replicate in Spanish the results previously found in English. We used path analysis to assess three alternative models of the relationship between morphological awareness, word decoding and reading comprehension in 4th grade Spanish-speaking children. Contrary to English, we found that morphological awareness benefits reading comprehension only directly. We conclude that in Spanish, in which accurate and fluent pronunciation of written words can be achieved through grapheme-to-phoneme conversion rules, morphological awareness does not help the correct pronunciation of words. Thus, morphological awareness is not relevant for word decoding in Spanish but is related to reading comprehension since this type of morphological knowledge provides access to the semantic and syntactic information of new words.

Challenges of Teaching English Communication to Arabic Students

The present study carries out to investigate and identify the communication problems that affecting the Teaching / Learning process of ELT. It aims to help teachers and learners to know the cause of these problems and to use and practice (IPA) in English pronunciation. It also sheds light on the most common mistakes of English sounds in relation to their spellings. That the teacher’s knowledge of these errors makes him /her, able to avoid them. The researcher investigates the topic title: Challenges of teaching communication to Arab students. As a type of problems affecting the Teaching /Learning process of ELT. She follows an experimental design method to achieve this purpose. The subjects for the study were undergraduate students from University of Majmaah (Hotat Sudair College of Science and Humanities for girls). With the sample of two groups of fifty students of the same sex, standard, number, and degree of education. A case study in Hotat Sudair College for girls, to collect data from the subjects by observation through an oral test and statistical analysis. The study arrives at the following results: Only 13% of students care for segmental phonemes. Only 21% of students care for the correct pronunciation of words. Few learners use dictionaries to check English words’ sound in their daily presentations. On the other hand, care for transcriptions of sounds when speaking. Many students lack the basics that are supposed to be learned for acceptable pronunciation then mispronounce words. Then the researcher suggests some steps. She also finds new ideas for further investigations to improve the teaching/learning process and to achieve the aims of English communication.

STRATEGIES FOR ENGLISH PRONUNCIATION

Rajasthan is basically a Hindi speaking state, in government offices and schools Hindi is main language, very few people use written and spoken form of English. Those who use English are not efficiently using it. Therefore it is an urgent requirement to study status of English pronunciation and also to suggest strategies for improving English standard (Pronunciation) in government schools of Rajasthan, here people speaks many languages and dialects. So, the correct pronunciation of the words is a major problem in teaching second language because the pronunciation is greatly influenced by the regional language and dialect. The sounds of words which are not used in the mother tongue, is difficult to pronounce correctly. The teacher should provide appropriate situation and opportunities to the students by imitating the words, by using lingua phone and language laboratory, drill technique in classroom the skill of correct pronunciation can be developed among the students. This paper will suggest various strategies for correct pronunciation of words in government schools of Rajasthan. Although the content given is of basic nature but should necessary be taken seriously by them. In order to improve correct pronunciation and their by help in upbringing the standard of English language in government schools of Rajasthan. The faculty of speech is a natural gift. Education plays an important role to polish and improve the speech in our schools. It provides various opportunities to its natural development. So the teacher is an ideal model before the students. Therefore an English teacher should be more careful to his own pronunciation for lying down the correct speech habits of his students.

Hindi to Punjabi Transliteration using Phonetic and Orthographic Rules

One of the important applications of Natural Language Processing is machine translation. Machine transliteration is an emerging and a very important research area in the field of machine translation. Translation systems translate message from source language to target language, keeping the exact meaning. While the transliteration system finds the same meaning word/sentence in another language, the transliteration helps us to pronounce them. This paper addresses the transliteration process from Hindi to Punjabi language using a rule based approach. Transliteration is more phonetic process, thus both source grapheme and its sound in the correct pronunciation of word have been considered for rule formation to achieve high performance and more accurate results. The system is tested on news domain text and achieved accuracy of 97%.

Teaching Native Language to Primary School Pupils with Severe Speech Disorders under Conditions of Inclusive Group

The article deals with gaining theoretical knowledge of language by younger students with severe speech disorders (SSD) under conditions of inclusive group. Curriculum requirements for knowledge of the native language gained by students in the system of linguistic concepts are analyzed. Keywords: special education, teaching native language, primary school, speech disorders, inclusive group. Introduction. The problem of educating children with severe speech disorders under conditions of inclusive group is important for the theory and practice of modern speech therapy. According to domestic and overseas scholars (L.Bartenev, V.Kondratenko, R.Levin, I.Marchenko, L.Spirova, E.Sobotovych, V.Tarasun, V.Tyschenko, L.Trofymenko, N.Cherednichenko, M.Sheremetand), serious disorders of speech (SSD) include alalia, aphasia, dysarthria, rynolaliya, and stuttering. The main features that combine all of these speech disorders are normal biological hearing, sight, sharp ability of intellectual development with severe scarcity of communication. Severely underdeveloped speech, deficiencies in pronunciation of sounds, lack of clarity in perception of word image, limited vocabulary, incorrect grammar, and break of syntactic form of expression, changing tempo and rhythm of speech, violation of communicative and cognitive functions of speech affect the level of mental and physical development of children with SSD. Due to the low developed speech of younger students belonging to this category, there are considerable difficulties in their gaining knowledge of native language and getting speaking skills. Thus, the problem of gaining theoretical knowledge of language by younger students with severe speech disorders is extremely important because the level of knowledge assimilation affects the quality of mastering other academic disciplines, expanding knowledge about the environment, enhances personal development of students. Teaching primary school children with severe speech disorders is conducted according to the programs developed by M.Sheremet and V.Tarasun. (2005). Therefore, we consider it necessary to determine guidelines for the development of knowledge of the native language by primary school pupils with severe speech disorders based on the analysis of proposed programs. To solve these tasks, we used the method of theoretical analysis and synthesis of the literature on the study issue. Results. Younger pupils' speech development and their successful learning at primarily school are dependent on properly organized process of mastering knowledge of phonetics, vocabulary and grammar. Phonetic knowledge makes it possible not only to master reading and writing during the literacy, but also, in conjunction with morphology (word formation in particular), forms the basis for the formation of spelling skills. According to the curriculum at an early stage of learning the native language (preparatory class) SSD children learn to operate with such terms from the section of phonetics as syllable, word, sentence, letter, loud sound, hard consonant, soft consonant and stress. In order to prepare students with the SSD to master grammar, much attention is paid to the skills of sound analysis and synthesis component analysis of speech, correct pronunciation of words with light component structure. Presentation of the material takes place systematically gradually becoming more and more difficult throughout the study period. The level of complexity is based on the current level of mental and physical development of children of this category and their zone of proximal development. As for the lexical system, the formation of lexical representations and concepts is a means of enrichment, refinement and revitalization of dictionary. The initial stage of language learning has the most important lexical concept of a word. By familiarizing children with the term word, a teacher emphasizes that a combination of sounds (a child's attention is drawn to the sound of the word), which is always associated with

Relationship of English Pronunciation with Intelligence

In this study an attempt was made by the researchers to find the relationship of backwardness in English pronunciation with intelligence. The study was conducted on a sample of 350 students of class 9th from both the Government and Public schools situated in Nawanshahr. Standard Progressive Matrices by Raven and diagnostic test were administered to all students. It was found that there exists positive relationship between intelligence and correct pronunciation of words. The more intelligent the student, the less is he prone to committing errors in English pronunciation. The urban students have better command over pronunciation in English language than rural students. The students studying in public schools have better command over pronunciation in English language than students studying in govt. schools.Further it was also found that the male and female students do not differ significantly over the pronunciation in English language.

Principios teatrales para docentes

This study intends to give teachers tools so that they can use them as part of the activities included in a lesson plan. An analysis of the elements that make up the art of the scenic representation is also included. 1. Body expression: It’s the capacity to express emotions using body movements only. 2. Vocal training: It’s the ability of projecting the voice without hurting the vocal cords. 3. Diction: It’s the correct pronunciation of words. 4. Acting: It’s the ability of creating a character from expressive resources in a natural way taking into account the students’ natural reaction. Improvisation technique: In this article, the author offers six steps that can be useful when using the theater as a didactic resource. Throughout history, the theater has been used to transmit knowledge, values, beliefs and all kinds of aspects inherent to the individual and his/ her environment. Thus, teachers must take advantage of what the theater offers.

On the Development of Proper Pronunciation in Children From one and a Half to Three Years Old

The problem of early development of proper pronunciation of sounds by children continues to be of pressing concern. The need to teach reading, writing, and a foreign language at an early age (five or six) demands that by this age the process of development of correct pronunciation of words be completed. However, according to data of V.I. Telenchi, (21) who studied 2,378 kindergarten children, a substantial number (21-40%) continue to have pronunciation defects even at six and seven. Pronunciation defects complicate not only education but the child's social contacts, and have a negative effect upon the behavior of children being raised in a group.