Learning English Pronunciation Research Articles

Self‐Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

AbstractThis article proposes a structural model of English language learners’ self‐efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants’ responses (N = 704) to two self‐reported questionnaires—Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for Pronunciation (LAP) inventory—were analyzed using structural equation modeling (SEM) to determine the direct and indirect relationships among the latent variables. The results showed that perceived practical and linguistic values related to pronunciation learning led students to be concerned about their pronunciation and thus increased their intentional behavior to improve their pronunciation skills. Also, the greater the intentional behavior, the more likely students were to select strategies to advance their pronunciation skills. Furthermore, a multigroup SEM analysis revealed that self‐efficacy about pronunciation skills significantly influenced girls’ emotions, whereas self‐efficacy had a negligible effect on boys’ emotions. Pedagogical implications of these findings and possible avenues for future research are discussed.Open PracticesThis article has been awarded an Open Materials badge. All materials are publicly accessible via the Open Science Framework at https://osf.io/6a3we. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan

This paper aims to examine the articulation of English consonants, vowels and diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan, and explores the problems they face in their English articulation due to the influence of mother tongue. A detailed experiment has been carried out to analyze the articulatory properties of /θ/ /ð/ /ɪ: /, /ɪ/ and /еɪ: / sounds spoken by Pashto speakers in Pakistan. The research reveals that Pashtun speakers of English language have a distinct pronunciation pattern of /θ/ and /ð/ sounds. This research provides a scientific justification to establish Pashto English as an independent deviant variety of RP Standard English Language. Based on the findings of the data collected from the recordings of 50 participants, it was concluded that thickness is low and frequencies of formants are considerably low as compared to RP sounds. In this regard, consonant phonemes of /θ/ and /ð/ sounds articulated by Pashto speakers are dissimilar to their Standard English (RP). They are produced as “Dental Plosives” instead of “Dental Fricatives”. The participants face great difficulty in pronouncing these English dental fricatives /ð/, /ɵ/ sounds, and they also face insurmountable problems in the regular plural forms. In relation to vowels and diphthongs in English language, major problems largely appeared in misunderstanding between /ɪ:/, /ɪ/ and /еɪ:/ sound production. The results of this study shall provide assistance to English language teachers and learners in teaching and learning English Language, especially in teaching and learning English pronunciation. It has been ascertained that special consideration should be given to these problematic consonants, vowels and diphthongs in order to avoid misunderstandings/confusion on the part of the listener.

A Study on Chinese EFL Learning of English Pronunciation from the Perspective of Aesthetic Linguistics

English phonetic learning, as the beginning of learning a foreign language, is of great importance in EFL learning. However, the present Chinese EFL learners’ phonetic learning is not satisfactory. Based on theories of aesthetic linguistics, this paper analyzes the aesthetic attributes of English pronunciation and intonation, including the beauty of sonority, rhyme, rhythm, intonation, and succession. And then pedagogical implications are proposed about how to raise EFL learners’ aesthetic consciousness and creation of English pronunciation.

Sources of Chinese Learners’ Self-efficacy in Learning English Pronunciation

This study investigated the sources of Chinese learners’ self-efficacy in English pronunciation learning to reveal their predicting power in English pronunciation performance by Chinese learners. Unlike some previous studies which found a significant correlationship between the sources of self-efficacy and learners’ academic achievement, the findings indicate that of the four sources, social persuasion are not highly correlated with learners’ pronunciation performance while mastery experience, vicarious experience, and physiological states are significantly correlated with learners’ pronunciation performance with the correlation coefficients at .48, .26 and .29 respectively. However, only mastery experience shows a significant predicting power in Chinese learners’ performance of English pronunciation.

Second language pronunciation training using acoustic-to-articulatory inversion

The current work presents articulatory kinematic, acoustic, and perceptual data characterizing the effects of how visual biofeedback derived from acoustic-to-articulatory inversion may influence vowel pronunciation training for native-Mandarin speakers of English. Ten participants were engaged in a six-week pronunciation training program that included a focus on English vowel production. As an addition to traditional pronunciation training techniques often used by speech-language pathologists, half of the participants were also provided with visual biofeedback displays detailing aspects of their current tongue position as well as idealized positions for vowel targets. Visual displays were obtained using an acoustic-to-articulatory inversion model based on the Parallel Reference Speaker Weighting (PRSW) method for model adaptation. Pre- and post-training changes in articulation were compared between participants that used only traditional pronunciation training methods and those who were given visual biofeedback based on acoustic-to-articulatory inversion. Data analyses focus on articulatory-kinematic measures, obtained via electromagnetic articulography, measures of vowel formant frequencies, and perceptual assessments based on phonetic transcriptions from expert listeners. The results of the current work provide insights regarding the value of PRSW-based adaptation of acoustic-to-articulatory inversion models and the resulting visual feedback displays as tools in second-language learning of English pronunciation.

Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

Adaptive Learning Mode of a Multimedia-based "English Literature" Learning System

In this paper, a multimedia-based English pronunciation learning system was designed. On this basis, a self-adaptive learning mode which consists of the teaching mode and the independent learning mode was proposed. The self-adaptive teaching model uses corpus technology and covers the exploratory “3I” (Illustration-Interaction-Induction) teaching model, thereby changing the traditional teaching pattern of “spoon-feeding”; when it comes to the independent learning mode, the self-adaptive system can automatically set corresponding learning tasks according to the learning situation of students, to improve the autonomy and differences of students’ self-learning. At the same time, the approach of comparative teaching was especially adopted to test the validity of this system and the learning mode. Specifically, the exquisite course of “English Literature” for students of Grade 2015 majoring in English was selected as the experimental group, to compare with the learning situation of their counterparts of Grade 2014 in the last year. The results show that the learning mode is remarkable in its teaching practicality, could bring a significant effect on improving teaching efficiency and students’ independent learning ability, and enjoys a high research value and a promising application prospect.

La modalidad semipresencial y la pronunciación de la lengua inglesa: Resultados de un modelo apoyado con TIC

Our goal in the present study was to examine the potential of podcast, videocast, online tests, online glossary and forums to learn English pronunciation in a VLE implemented on B-learning modality. The study is framed on the quantitative methodology and is based on students’ perceptions of these technologies. The sample of our research was formed by 358 students enrolled in the subject of English I. The main results of the descriptive and inferential analysis performed show the students’ progress in English pronunciation and the improvement of their ability to perceive and produce English more accurately. Their satisfaction towards the course was very positive and their interest towards the subject was higher with the implementation of this innovative model. They consider that the VLE implemented supplied them with a more natural environment to practice pronunciation and acquire oral competences. Data show the effectiveness and potential for using these technological tools for academic purpose, specifically to learning English pronunciation and develop an autonomous learning. Our study provides more information for future educational and innovative proposals that will allow us to decide better the priorities in educational intervention and move towards more effective models to teach English pronunciation in higher education.

The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics

This paper aims to describe (1) the difficulties in pronouncing [f] and [v] by the learners of English whose first language is Dayak Ngaju, (2) constraints that cause difficulty in learning English pronunciation, and (3) the application of drill method as an attempt to solve the problem of learning English pronunciation. This study is included in applied linguistics. Problem identification is done by using contrastive analysis. The approach used is qualitative and quantitative descriptive approach. The instruments used to collect data research are a test, observation, and interview. Location of the study is in SMA PGRI Palangka Raya. Based on the pre-test result, the learners’ mastery level only 60% (under the minimum completeness criteria or KKM). The learners pronounce the sound fricative [f] and [v] à [p]. While the factors that cause difficulty are the phonological interference (interlingual transfer). As for extra-lingual factors are (1) the teachers of English have a lack of knowledge in English pronunciation, (2) the strategy applied in teaching pronunciation is not right, and (3) facility and infrastructure are inadequate, as there are no video, LCD, and language laboratory. The effort done to solve the difficulties of English pronunciation are first, the teachers follow workshop on English phonetics and phonology along with the strategy used to teach pronunciation, that is drill method. Secondly, the teachers apply drill method in pronunciation class in the form of Classroom Action Research (CAR). After the treatment is given in the form of CAR, then the mastery level is increased, it has reached 75% (already reached KKM). The learners of English pronounce correctly English sounds [f] and [v].

Tongue Twister, Studentss Pronunciation Ability, and Learning Styles

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.

Factors Affecting Efl Learners in Learning English Pronunciation

The purpose of this research is to investigate some factors hindering Sundanesse in learning English pronunciation. This research attempts to answer the following research questions: What are the factors affecting Sundanesse in learning English pronunciation? The participants of this study are 30 students who are still in the second semester in English Education Study Program, Pakuan University. The data were collected through documentation in a form of audio recording, and in-depth interview with six representative participants. The major findings of this study are: There are three major factors affecting Sundanesse in learning English pronunciation, among others are; Mother tongue influence, Age and Target language exposure (2) The difficulties faced by Sundanesse in learning English pronunciation are mostly in terms of segmental features; such as vowels, consonants and diphthong, and supra-segmental features like intonation, stress and linking sound.

How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?

One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

Using Betteraccent Tutor and Praat for Learning English Intonation

Learning English pronunciation necessitates a deep understanding of the prosodic features such as intonation. The present study reports the effective use of BetterAccent Tutor and Praat programs for the learning of English intonation with an experimental and a control group that involves nine students during a third semester phonetics course, at the Department of English, University of Guelma, Algeria. The research aims at investigating the usability of audio-visual feedback paradigm to learn prosody by Algerian students in order to enhance their English intonation renditions. The experimental method enabled generating, measuring and analyzing intonation contours, pitch and intensity of English wh-questions and tag-questions. The results revealed that the audio-visualization technology support helped the students to identify the errors and to understand the functionality of acoustic features they produce regarding intonation patterns.

Advanced EFL Learners’ Beliefs about Pronunciation Teaching

<p class="apa">This paper explores EFL learners’ beliefs about English pronunciation teaching and aims to provide insights into current teaching practices of English pronunciation at both college and university levels. To this end, the study sought to elicit the beliefs of a group of 71 third- and fourth-year EFL learners majoring in English at a university college in Saudi Arabia about crucial aspects of pronunciation teaching. The study utilized a survey containing five-point Likert scale items as well as multiple-choice questions. Open-ended questions were also included in order to gain fuller understanding of students’ views. Data were thematically analyzed and consequently categorized into five major areas: course design, language of instruction, learning and teaching style, types of feedback, and nativeness of teachers. It was found that students in this study context are cognizant of the value of learning English pronunciation, and of what they find useful and less useful. Students also proved willing to help improve pronunciation instruction by providing helpful perspectives on the proper way, at least in their views, to present this sub-skill.</p>

The role of curriculum design and teaching materials in pronunciation learning

This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

Learning Experience in Computer-Based Pronunciation Package

<p>The purposes of this study were 1) to evaluate the efficiency of the computer-based pronunciation package for enhancing English pronunciation of Thai university students in the field of sciences based on the criteria of 80/80 Standard 2) to compare English pronunciation ability before and after receiving English pronunciation treatment by the computer-based pronunciation package, and 3) to examine the students’ opinion towards the computer-based pronunciation package for enhancing English pronunciation. The sample of the student population for this study was 72 first-year students in the field of sciences in the second semester of the academic year 2013 at Thaksin University, Thailand. They were selected by simple random sampling. The study was conducted over 34 teaching periods. Regarding the data analysis, mean, percentage and t-test scores were employed. The result indicated that 1) the efficiency value of the computer-based pronunciation lessons was 81.88/82.66. 2) The learning achievement on English pronunciation among students using the computer-based pronunciation package was higher than those taught through the conventional face-to-face instruction at a significance level of 0.05. 3) Students had very good attitudes towards learning English pronunciation via the computer-based pronunciation package with an average score of 4.00.</p>

A Study of English Pronunciation Teaching for Korean University Students

The purpose of this study is to investigate the situation of English pronunciation teaching for Korean university students and to suggest some ideas for more effective teaching and learning of English pronunciation from the perspective of EIL (English as an International Language). This research is based on a survey of 110 Korean university students and the examination of instructional materials of 8 English teachers who have taught English conversation to the university students. The results revealed that whereas the students were aware of the importance of pronunciation education and had perceptions of English as an international language, pronunciation instruction was not implemented in the classroom properly and sufficiently. This study suggests that teachers need to recognize the functional change of English as an international language and redefine the goal and the method of pronunciation teaching. (Hoseo University)

The Myth of Reference Varieties in English Pronunciation across the Subcontinent, Egypt and Kingdom of Saudi Arabia

The present study aims at exploring the differences in pronunciation more or less prevailing in the Indian Subcontinent and Arab world with a special focus on Pakistan, India, Bangladesh, Saudi Arabia, and Egypt. The study identifies the most common factors that affect English pronunciation in general: (i) some phonemic differences that exist in L1 and English as a target language, (ii) Improper teaching and learning of English pronunciation. When non-native speakers of English exchange their ideas among themselves, their comprehension is to the maximum. But their pronunciation seems problematic in case the speaker or interlocutor is a native speaker. A test for the nationals of the lands included in the study was developed and administered to identify and specify the exact area(s) of pronunciation difficulties either consonants or vowels at segmental level of phonology. The analysis and conclusion of the test fully proved that English pronunciation is deeply influenced by the sound system of indigenous languages. As a matter of fact, English pronunciation of some non-native speakers, through their best possible efforts, may be closer to native speakers but not exactly like that of natives. The fact is that native and non-native differences in English pronunciation are unquestionable. Moreover, non-natives living in different areas (sometimes of the same community) also differ more or less in their pronunciation.

Comparison on the Word Stress Patterns and Functions between English and Sichuan Dialect

Word stress is one of the most important elements in phonology, accompanied by segmental phonemes to express certain meaning of vocabulary, grammar, etc. Although both English and Chinese belong to free stress languages, most of the English words are polysyllabic, and their compositions are complicated, besides, its vocabulary is mixed with a large number of foreign words, thereby causing the complexity and irregularity of the English word stress patterns. In contrast, most words in Sichuan dialect are disyllabic and only some are trisyllabic or more than three syllables, thus the word stress patterns in Sichuan dialect are much simpler than English. In addition, judging from the functions of word stress, it plays a more important role in English than in Sichuan dialect, which can not only distinguish meanings, differentiate compound words from adjective phrases, but also discriminate the part of speech of some disyllabic words with the same spelling. This article will make a comparative study on the word stress between English and Sichuan dialect from their natures, patterns and functions, and summarize the similarities and differences of them. It aims to be of helpful to students in dialect area in learning English pronunciation and help them avoid misplacing word stress in communication.

A Case Study on Online Peer Feedback for Learning English Pronunciation at University Level

A Case Study on Online Peer Feedback for Learning English Pronunciation at University Level