English Pronunciation Teaching Research Articles

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.

Managing Classroom Practices Involved in English Pronunciation Instruction

Managing Classroom Practices Involved in English Pronunciation Instruction

THE IMPORTANCE OF TEACHING ENGLISH PRONUNCIATION BY USING ENGLISH IN MIND TEXTBOOK

Pronunciation is one of the important elements of basic speaking skills. It is related to how human beings produce sounds by using their articulatory organs of speech. Pronunciation plays an important role in communication to avoid pronunciation errors that can lead to misunderstandings in communication between the speaker and the listener. This fact points out that learning pronunciation is very important for English Foreign Language (EFL) and English as a Second Language (ESL) learners. An appropriate English textbook is needed to facilitate learners’ needs as foreign language learners. Indonesia’s Government, through the Ministry of Education and Culture, has appointed English in Mind as one of the main English textbooks for the Independence Curriculum, especially at the Junior High School level. This study aims to analyze the distribution of both consonant and vowel phonemes found in English in Mind, to evaluate the content and to find out whether this book has accommodated all the materials needed by teachers for teaching English pronunciation. In this study, the researcher used a qualitative research methodology that focused on descriptive qualitative. The data is needed by using a literature study and interview. A literature study was used to gather all data required for the analysis of consonant and vowel phoneme distribution. The data are taken from an English in Mind textbook, Students’ Book 1. Meanwhile, the interview was established to get more insight from the English teachers related to the importance of teaching pronunciation, the impact of phoneme differences in Indonesia and English, factors affecting pronunciation learning, pronunciation learning strategies, and the use of English in Mind textbook in teaching English pronunciation. In this research, it was found that some consonant and vowel phonemes in English could not be found at the initial and final of the English in Mind textbook. The consonant and vowel sounds are /ŋ/, /ʒ/, /ʊ/, /u:/, /w/, /j/, /h/, /æ/, /e/, /ɜ:/, /ʌ/, and /ɒ/. Meanwhile, there are all consonant and vowel phoneme sounds found in the middle part. Based on the interview results, all informants agreed that teaching English pronunciation is important to be taught to learners in the classroom. Then, the differences between Indonesian and English phonemes can affect learners’ pronunciation skills. They always include English pronunciation material in every lesson in the classroom. In addition, there are differences from the informants regarding teaching English pronunciation through the English in Mind textbook. Furthermore, all informants shared the same opinion that they had encountered pronunciation mistakes made by learners.

The Impact of Functional Load on the English Pronunciation Instruction

In China, the English pronunciation instruction is increasingly emphasized and plays a more and more significant role. Almost all students desire authentic and native-like English pronunciation, close to the level of native speakers, or want to be able to communicate freely with foreigners in English. However, due to environmental constraints, students have limited classroom time yet expect effective learning outcomes. Hence, the concept of Functional Load can be leveraged in English teaching to achieve more efficient results. Functional load in English phonetic teaching emphasizes prioritizing phonemes that distinguish a large number of words in the language. A focus on phonemes with a high functional load can significantly enhance the effectiveness of pronunciation instruction. This approach enables learners to rapidly acquire the phonemes that are most critical to communication, thereby improving their overall speaking ability and reducing potential misunderstandings. Through the employment of quantitative research method, comparative analysis and literature method, this paper focuses on analyzing the impact of functional load on the teaching of English phonetics, so as to provide suggestions and methods for improving the teaching of English pronunciation. In essence, functional load can serve to inform educators of the phonemic distinctions that are of paramount importance for learners to master at an early stage, ensuring that teaching efforts are both highly effective and directly impactful on learners communication skills.

The Negative Transfer of Shanghai Dialect on English Vowel Phonology Acquisition of Shanghai High School Students

With the accerleration of globalisation, the importance of English as an international common language has become more and more prominent. This study investigated the negative transfer effect of Shanghai dialect on English vowel acquisition in Shanghai high school students. Through the analysis of formant data of English vowel pronunciation in 49 Shanghai high school students, it is found that there is no significant change in tongue position when students pronounce some long and short vowels, the overall tongue position is low, and the distinction between long and short vowels is not obvious. The results show that the specific vowel phonemes in Shanghai dialect have a negative transfer effect on English pronunciation, which affects the accuracy of students' English pronunciation. Based on this, this study puts forward a variety of methods to improve English pronunciation teaching, including strengthening tongue position and oral shape training, using multimedia technology to assist teaching and providing personalized tutoring to help students overcome pronunciation barriers caused by dialects.

A Comparative Approach for Pronunciation Instruction in English

A tool is proposed to reinforce the pronunciation of vowels and consonants for the instruction of adult learners in Costa Rica. A critical review of literature on approaches to teaching vowels and consonants is followed by a comparative discussion of two transcription systems: that of the International Phonetic Association, and those found in textbooks, dictionaries and pronunciation websites. This is complemented by a brief comparison of English and Spanish vowels and consonants, and descriptions of common pronunciation challenges for Spanish speakers. Open problems are explored, as are ethical reflections on the teaching of English pronunciation.

An Analysis of the Effect of Functional Load on ESL Learners' Perception of Vowel Contrasts

Functional load (FL), which ranks segmental contrasts based on their communicative value in pronunciation, is essential to the development of pronunciation instruction in that it indicates the priority of certain segmental contrasts that may seriously affect the intelligibility and comprehensibility of spoken language for English as a Second Language (ESL) learners. Despite the widespread use of FL in pronunciation pedagogy for ESL learners, there is little evidence on whether FL affects ESL learners perception of vowel contrasts. In this paper, 20 ESL learners from two Chinese universities are selected to participate in two tasks to observe their performance in discriminating vowel contrasts with different FLs in listening and word pronunciation. The effects of functional load on ESL learners perception of vowel contrasts are investigated in terms of both input and output dimensions. The overall findings indicate that high FL vowel contrasts are more likely to be captured in listening and more consciously distinguished in pronunciation, a piece of evidence proving the necessity of applying FL principle to English pronunciation teaching.

An Analysis of the Effect of Functional Load on ESL Learners' Perception of Vowel Contrasts

Functional load (FL), which ranks segmental contrasts based on their communicative value in pronunciation, is essential to the development of pronunciation instruction in that it indicates the priority of certain segmental contrasts that may seriously affect the intelligibility and comprehensibility of spoken language for English as a Second Language (ESL) learners. Despite the widespread use of FL in pronunciation pedagogy for ESL learners, there is little evidence on whether FL affects ESL learners perception of vowel contrasts. In this paper, 20 ESL learners from two Chinese universities are selected to participate in two tasks to observe their performance in discriminating vowel contrasts with different FLs in listening and word pronunciation. The effects of functional load on ESL learners perception of vowel contrasts are investigated in terms of both input and output dimensions. The overall findings indicate that high FL vowel contrasts are more likely to be captured in listening and more consciously distinguished in pronunciation, a piece of evidence proving the necessity of applying FL principle to English pronunciation teaching.

Review of Walker & Archer (2024): Teaching English Pronunciation for a Global World

Review of Walker & Archer (2024): Teaching English Pronunciation for a Global World

The Effectiveness of Using Instagram in Teaching English Pronunciation at Senior High School

The Effectiveness of Using Instagram in Teaching English Pronunciation at Senior High School

Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.

Research on Phonics and Vocabulary Teaching in English Classroom of Rural Primary Schools

The first step in language learning is to learn how to pronounce, and pronunciation is not only the starting content of language learning, but also the cornerstone of language learning. This article takes English pronunciation teaching in rural primary schools as the starting point to explore and analyze the current teaching methods of pronunciation taught by rural primary school teachers, and proposes some feasible suggestions from the current education perspective. And in this process, the teaching methods of English vocabulary were mentioned. By combining different researchers' explanations of the teaching methods of English vocabulary, better vocabulary teaching methods were obtained in the later stage, allowing students to learn knowledge happily. In response to the current situation of rural primary school teaching, some suggestions are also proposed, such as strengthening the horizontal and vertical infiltration of pronunciation and intonation teaching content in pronunciation teaching, and paying attention to the comprehensive development of pronunciation; And in vocabulary teaching, teachers need to create a vocabulary teaching context and encourage students to comprehensively use vocabulary.

An analysis of phenomena of consonant substitution and strategies for development for Cantonese EFL elementary learners: A case study

The present study focuses on the phenomena of consonant substitution and strategies for remediation or development for Cantonese primary school students in China. 8 students from the graduating classes of Dongguan Haide Bilingual School were randomly selected as participants, of whom the pronunciation samples were collected after finishing the optional course (fun reading) which lasted for 15 weeks. Focusing on segmental features (consonant substitutions), each audio was recorded by computer, followed by analyzing transcriptions, marking pronunciation errors, and categorizing error types. The result presented that the pronunciation of letters th, pronunciation of the initial consonant cluster and the final consonant cluster, pronunciation of the letter l, substitution of voiceless consonant for the corresponding voiced consonant, substitution of phonemes /w/ for /v/ and /r/ and confusion between phonemes /n/ and /m/ were the common types of errors in consonant substitution of learners in primary school on English learning. By analyzing the phenomena of consonant substitution in the English pronunciation of specific primary school students in Guangdong and exploring its developmental strategies, this paper attempts to provide predictable focus and teaching guidance for primary school English teachers, aiming at exploring and innovating English pronunciation teaching methods, stimulating students’ learning interest and promoting the development of primary school English language teaching (ELT).

"TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"

This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.

An acoustic study of Jonglish Communiy: Javanese-accented speech

People who speak English with a Javanese accent are referred to as Jonglish (Jowo-English) speakers. They end their sentences in a high tone, therefore, the aims of this study were to compare the intensity and pitch of Javanese accent speakers (specifically from Pekalongan, Semarang, and Pati) with native speakers. The focus was on investigating whether the high tone at the end of sentences affects the engaging nature of the conversation. It employed descriptive qualitative design and included data collection, acoustic analysis, perception analysis, linguistic analysis, and interpretation. The data were collected by audio recording in the form of sentences. Praat, a voice analysis, was utilized to analyze the data. The findings demonstrated that Pekalongan and Semarang speakers had higher pitch than native speaker (232.25 Hz and 206.27 Hz). Meanwhile, the pitch score for Pati was lower than native; 192.04 Hz. On the other hand, the intensity from those regions were lower than native speaker; 69.58 dB, 61.51 dB, and 68.203 dB, while the of native speaker was 71.306 dB. The fact that the Jonglish includes a tendency to end sentences with a high tone suggests a particular intonation pattern. Despite these variations, effective communication often relies on contextual cues and the listeners ability to adapt to different speech patterns. The study has the potential to make meaningful contributions to English pronunciation instruction, cultural awareness, and effective cross-cultural communication. The outcomes of the research can inform pedagogical practices and support the broader goal of promoting linguistic diversity in English language education.

The Effectiveness of English Pronunciation Teaching on Korean Adult English Learners’ Pronunciation Ability Improvement

The Effectiveness of English Pronunciation Teaching on Korean Adult English Learners’ Pronunciation Ability Improvement

The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.

Review of English Pronunciation Teaching Theory, Practice, and Research Findings

English Pronunciation Teaching: Theory, Practice and Research Findings, by Veronica G. Sardegna and Anna Jarosz, Multilingual Matters 2023. 282 Pages. $50.00 (eBook), £119.95 (Hardback), $59.95 (Paperback), ISBN 9781800410480.

The influence of learning strategies and the environment on Chinese L3 English learners' motivation to learn phonetic symbols: The mediating role of self-efficacy.

Previous studies have established a relationship between Chinese L3 English learners' learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners' phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students' motivation toward PSL either directly or through the mediating effect of self-efficacy.