English Pronunciation Research Articles

The Implementation of Online Accent Reduction Software to Improve Pronunciation of English and Arabic Department Students

The objective of this study is to implement accent reduction software in English pronunciation teaching. This study employed an experimental approach. There were forty students recruited from the English and Arabic departments. The students were split into two classes, with one class being treated as an experimental class and another class as a controlled class. Each class consisted of twenty students, ten English department students, and the other ten Arabic department students. We administered an experimental class with twelve meeting treatments using the Elsa accent reduction software to teach English pronunciation. Meanwhile, the controlled class was not given any treatments. The results show that there was a significant difference between the result of the pre-test and post-test of the students' pronunciations that were taught with the accent reduction software. It was found that the mean score of the experimental class was significantly improved from 53.12 to 85.44 after they were given the treatment. Meanwhile, the control group's mean score was also improved, but it was not significant from 49.33 to 59.11. Our study highlighted that the use of accent reduction software in teaching English pronunciations could help students to improve their English pronunciations. The students were able to imitate an English sound from the software. The limitation of this study is that we did not compare the results of English and Arabic students’ ability in pronunciations after the use of the software. Future studies are recommended to compare pronunciations between English and Arabic students through the use of the software to understand language background might affect the treatment.

Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies

In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.

Applying PERMA to Develop College Students’ English Listening and Speaking Proficiency in China

Positive Psychology is applied to broaden the learning of a second language, whose application in schools is referred to as Positive Education. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) proposed by Seligman provides a way for positive education to flourish and open up a new perspective for Chinese scholars in different fields. Hence, the main focus of this study was to explore the effect of PERMA on students’ English listening and speaking competency in the Chinese context. This study used a quasi-experimental and a mixed method research design, which included developing a curriculum of PERMA in English speaking and listening, teaching intervention, and a speaking and listening competence test. A total of 240 students studying the same course from six classes, specializing in arts and science, participated in the teaching experiment with the same study level. A total of 110 students in the control group (CG) were taught using traditional teaching methods and the remaining 130 in the experimental group (EG) were subjected to a PERMA intervention for 14 weeks. The results of a one-way ANCOVA indicated a significant improvement in English listening and speaking proficiency of those in the experimental group due to the intervention of PERMA. The outcome of qualitative study conducted by semi-structured interview revealed that students had made progress in English pronunciation, oral expression in their speaking competency. They could also keep up with the speed of audio script and they understood key sentences and details in the listening process. The study pedagogically implicated that whole school approach, including the changes of curriculum, teaching skills, teacher education, and community involvement, should be explored for a new framework of Positive Language Education.

Developing English Pronunciation through Animation and YouTube Videos

Using multimedia inside the English as a foreign language (EFL) lassroom has been anticipated by several researchers and educators recently as a new necessary component of language learning. This is ascribed on the one hand to the continuous advancements in the new technological devices that might be used in presenting the various types of multimedia inside the classroom, and, on the other hand, to the fact that learners have started to acquire new modes of cognitive learning preferences due to their excessive daily use of these devices. This study investigates the appropriateness and practicality of using some animated or dynamic graphs and YouTube movies in teaching the pronunciation of English to Iraqi-Arabic learners of English as a foreign language. The two groups of the subjects who participated in this case study were taught using two different methods of teaching with and without using multimedia. Unlike those who were part of the control group, subjects belonging to the experimental group performed much better in their posttest results (62.31% of the experimental group average percentage and 47.09% of the control group average percentage).

Evidence in favor of a strategy-based model for English pronunciation instruction

AbstractResearch has increasingly demonstrated that pronunciation difficulties in English can seriously affect learners’ intelligibility and ability to comprehend spoken English. It is thus crucial that we find ways of helping learners of English become more intelligible. In this talk, I present compelling research evidence in support of a strategy-based pronunciation instruction model, and uncover individual learner, teacher, and instructional variables affecting long-term improvement. Findings from my published and ongoing studies involving different groups of learners and teachers highlight the critical role of teachers in self-regulated learning, and suggest the need for methodological refinements to the model. The results show that students’ self-regulated efforts at learning can be further enhanced and supported if combined with goal-setting and awareness-raising activities, online speech models and resources, video-recordings to assess progress, guided reflections on oral assignments, ongoing feedback, and re-assessments of goals after improvement. I conclude the talk with a discussion of these methodological refinements and possible avenues for future research.

English Pronunciation Challenges for English Major University Students in Battambang Province

English pronunciation is a challenging skill for non-native English speakers across the globe. Cambodian English students are no exception. This article presents findings from a study that employed mixed method research design to collect data from second-year and third-year university students majoring in English. Online questionnaires were administered through Google Forms to 70 students, while in-depth interviews were later conducted with 10 of the questionnaire respondents. The findings indicated that Cambodian university students based in provincial Cambodia encountered several challenges in developing their English pronunciation. The challenges were mainly influenced by Khmer language interference and the impact of the learning environment. The study suggested using an imitative or analytic-linguistic approach as well as pronunciation drillings to teach English pronunciation to Cambodian students, particularly those in provincial areas.

The Influence of the Mother Tongue in Teaching English Pronunciation

The present article treats a problem regarding the influence of the mother tongue in teaching English pronunciation. The importance and necessity of using the mother tongue in learning English are relevant. The obtained knowledge, skills and abilities in the mother tongue influence those from the foreign language, as a result thezy are in an interdependence, that observe concrete laws. This interdependence can both contribute to learning English, and hinder it. The formation of correct pronunciation skills depends on the the adjustment of the mother tongue phonological system tot that of the target language.

표준어와 경상 지역 방언의 한국어 모음 발음에 따른 영어 모음 발음의 영향에 대한 연구

This study aims to enhance English pronunciation education for Korean students by examining the impact of standard Korean and Gyeongsang regional dialect on the articulation of English vowels. Data were obtained through the Korean-Spoken English Corpus (K-SEC). Seven Korean words and ten English mono-syllabic words were uttered by adult, male speakers of standard Korean and Gyeongsang regional dialect, in particular, speakers with little to no experience living abroad were selected. Formant frequencies of the recorded corpus data were measured using spectrograms, provided by the speech analysis program, Praat. The recorded data were analyzed using the articulatory graph for formants. The results show that in comparison with speakers using standard Korean, those using the Gyeongsang regional dialect articulated both Korean and English vowels in the back. Moreover, the contrast between standard Korean and Gyeongsang regional dialect in the pronunciation of Korean vowels (/으/, /어/) affected how the corresponding English vowels (/ə/, /ʊ/) were articulated. Regardless of the use of regional dialect, a general feature of vowel pronunciation among Korean people is that they show more narrow articulatory movements, compared with that of native English speakers. Korean people generally experience difficulties with discriminating tense and lax vowels, whereas native English speakers have clear distinctions in vowel articulation.

The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children.

The Use of Computer Assisted Pronunciation Training in Teaching English Pronunciation for First-Year EFL Students at Saida University

The present research work investigates the use of Computer Assisted Pronunciation Training in teaching English pronunciation for first-year EFL students at the department of English language and literature, Saida University, Algeria. It also aims to provide a cursory account of the vital place of Information and Communication Technology in developing the linguistic skills of English foreign language learners in particular and the learning process in Algerian universities in general. The topic is an original contribution in the Algerian context since there is a scarcity of studies related to the teaching of English pronunciation through the use of ICT tools. The researchers relied on “Pronunciation Coach Software,” which focuses on developing the learner’s correct pronunciation of English sounds, including consonants and diphthongs, through an experiment with two groups of students. The investigation took six months. To evaluate students’ oral production, the researchers conducted a Pretest and a Posttest. The test proved that students’ negative attitudes towards learning English pronunciation changed after integrating the Pronunciation Coach. The results also revealed that there is an improvement in pronouncing certain sounds mainly, /S,tS/, dZ, Z/ and /T, D/ and, some vowels, including /Q, ℘/, /U,, /↔U, aU/ and /eI, aI/. The findings further demonstrated that students became more aware of the main differences between English and Arabic pronunciations in terms of place and manner of articulation of sounds.

Intelligent Correction System of Students’ English Pronunciation Errors Based on Speech Recognition Technology

With the increasingly frequent international exchanges, English has become a common language for communication between countries. Under this research background, in order to correct students’ wrong English pronunciation, an intelligent correction system for students’ English pronunciation errors based on speech recognition technology is designed. In order to provide a relatively stable hardware correction platform for voice data information, the sensor equipment is optimized and combined with the processor and intelligent correction circuit. On this basis, the MLP (Multilayer Perceptron) error correction function is defined, with the help of the known recognition confusion calculation results, the actual input speech error is processed by gain mismatch, and the software execution environment of the system is built. Combined with the related hardware structure, the intelligent correction system of students’ English pronunciation error based on speech recognition technology is successfully applied, and the comparative experiment is designed the practical application value of the system is highlighted.

L2 English Speakers’ Perception of Their English Accent: An Investigation of European and Asian Attitudes

According to previous studies, Japanese learners of English (JLEs) have a negative perception of their own variety of English along with a strong desire to sound native-like. Language attitudes toward L2 (second language) English accents may affect their active participation in English communication situations. The present study is cross-national and investigates whether other L2 English learners from different L1 (first language) backgrounds negatively perceive their own variety of English and English pronunciation as JLEs do. A total of 290 college students in Austria, Germany, Denmark, Malaysia, China, Japan, and Kazakhstan evaluated their own accent by responding to 10 statements on a 6-point scale. By comparing the responses as percentages and the binomial test, the analysis revealed that the Japanese perceived their accent most negatively, followed by the Chinese, whereas the Europeans, Malaysians, and Kazakhs perceived their accents positively to varying degrees. Among the seven countries, the L1 Danish group perceived their own variety as native-like most and non-native accent least, where the JLEs showed the opposite results. On the other hand, the endorsement for native accent was recognized across the countries. Based on the results, I claim that individual socio-contextual settings could have a critical impact on developing distinct attitudes toward one’s own accent among EFL speakers. 

A study on factors contributing to students’ English pronunciation

One of the most important things in learning English as a second language is pronunciation. Having good pronunciation can lead to a successful Speech communication. However, many students find it difficult in learning pronunciation. Many studies have already been conducted to dig in the difficulties and try to overcome the issue. In fact, there are still many students who have good pronunciation, yet not many researchers have conducted studies on how to dig in the factors contributing to it. This study aims at finding the factors that may contribute to the students’ good English pronunciation by applying a descriptive qualitative research design. Some instruments were used in collecting the data such as a pronunciation test, an observation checklist, a field note, and an interview guide. This study found that there were four big factors that contributed to the students’ English pronunciation: education, exposure, environment, and motivation. Each factor has made a powerful contribution to the subjects’ English pronunciation such as applying a reflective practice method, providing a lot of input about English, providing supportive family and friend, and providing a strong motivation to reach something. This study suggests that future researcher might use the pronunciation test with categorization of words in it.

USING POP SONGS IN TEACHING ENGLISH LANGUAGE TO STUDENTS MAJORING IN MUSIC ARTS. PHONOLOGICAL ASPECT

In the process of foreign language acquisition, students can face various obstacles, which can prevent them from achieving the desired goal. English pronunciation is traditionally considered one of the most challenging issues, which require special approach and teaching techniques to tackle. Teaching English language using popular songs appears to be a very effective method as songs provide students with plethora of pronunciation patterns they can master in an effective and at the same time enjoyable way. Moreover, music influences students' feelings thus developing their emotional intelligence, ensure relaxed atmosphere in the classroom, thus motivating them to learn various aspects of English language. Another indisputable argument for using songs and music in the process of EFL/ESL teaching is that these two notions have a lot in common. Both language and music have acoustic parameters like pitch, duration, stress and intonation. Having analyzed the research works of domestic and foreign scholars and practitioners, it was concluded that popular songs can be used to practice all language skills – grammar, vocabulary, reading, listening, writing and most importantly, pronunciation skills. It is clear that inadequate phonetic interpretation of the vocal text can cause deviation from the original (authentic) content and result in total misunderstanding or spoilt aesthetic perception of a song. In the process of mastering pronunciation with vocalists, it is necessary to take into account the peculiarities of vocal speech too. The article focuses on the methodological value of popular songs in the development of phonetic abilities in students majoring in music arts. The article also outlines the difficulties students face in the process of honing phonological skills such as certain consonant sounds and diphthongs as well as connected speech and provides the methodological approach to using songs in the classroom. It is strongly advised that language instructors carefully select the songs, taking into account many factors such as the students' level of English, age, and interests, as well as the complexity of the songs and their rhythm. It is recommended to follow a certain sequence of activities when working on the song material in order to facilitate the process of improving pronunciation of English sounds

STUDENTS’ DIFFICULTIES IN LEARNING PRONUNCIATION: A CASE STUDY OF SMP ISLAM TERPADU DHUAFA MERANGIN STUDENTS IN LEARNING ENGLISH

This study reveals about students’ difficulties in English pronunciation experienced by learners whose first language is Indonesia language. The subjects of this study were the seventh grade of students at SMP Islam Terpadu Dhuafa Merangin especially class B. They were males. The instruments of this study were task, interview and recording. In analyzing the data, the researcher used descriptively and statistically. The findings of this study showed that the students had problems in pronunciation because of their had low motivation, exposure and their attitude in learning English pronunciation. It could be seen from the result of the task when the researcher asked them to pronunce the English words and the result of interview.

TEACHING PRONUNCIATION: USEFUL PRINCIPLES, STRATEGIES AND TOOLS

The present article touches upon a significant aspect of the language – teaching English pronunciation, which is a measure of success and indicator of communicative competence of the speaker. The article describes useful principles, strategies and tools in acquiring correct and intelligible pronunciation. They ensure further successful mastering of the English language.

Flipped learning for enhancing English pronunciation in remote teaching

The objective of this paper is to analyze, design, implement and evaluate a teaching strategy for improving specific content in remote English teaching. To do this, an approaching analysis of an eight-students A2 level group dealing with pronunciation problems was carried out. After that, an interview for collecting data about the most concurrent pronunciation problems appeared in the course. Valuable information was displayed to analyze the most common problems for pronunciation in A2 students. After interpreting the results, the pronunciation of regular verbs in the past tense was the most difficult problem for them. A specific strategy to cover students’ needs was designed. Since remote teaching conveys the use of technology and flipped learning is an option for the equipment available, the implementation of a video flipped learning task was designed. With the use of technology (authoring tools and mobile Apps), flipped learning, programmed instructional design students showed improvement in the pronunciation of regular verbs in the past tense. Finally, it is concluded that this innovative strategy can effectively be reproduced for developing some other learning content in remote teaching.

MEMBANGUN SELF-AWARENESS MELALUI EDUKASI VIRTUAL BAGI SISWA SISWI SEKOLAH DASAR DI KOTA CIREBON

Self-awareness is predominant for every individual, including current situation in particular, where Covid-19 outbreak has globally hit people. The attitude is also expected to be experienced by every student in all levels. The facts that there are still many students who do not realize the importance of having self-awareness in maintaining and implementing health protocols during learning from home or online learning. Accordingly, Community Service Program (PKM) team from Politeknik Harapan Bersama conducted virtual education. The program was carried out with the aim of introducing and building self-awareness among students at MI Darul Hikam Cirebon in implementing health protocols in everyday life. Storytelling was chosen as the method to develop children's affective (feeling), social, and cognitive (appreciation) aspects to raise the awareness. A total of 100 of 6 th grade students and 3 homeroom teachers from the school participated in the agenda. The storytelling began with brainstorming the title and several pictures related to the situation before and during the Covid-19 pandemic. Core activities were dedicated to classically perform the 5M movement (Wear Masks, Wash hands with soap and water, Physical Distancing, Reduce Mobility and Avoid crowd) in bilingual. The enthusiasm was shown by the students in demonstrating the movements several times. They were able to mention sequent 5M movement in good English pronunciation. In addition, the students virtually practiced of washing hands and wearing masks well. This shows that the implementation of Community Service Program (PKM) ran smoothly in accordance with the above aim.

THE PRODUCTION OF ENGLISH CONSONANTS /θ/ AND /ð/ BY ENGLISH DEPARTMENT STUDENTS

Indonesians have been taking much concern in English since it has been applied in formal education curricula. Also, not all Indonesians are familiar with English pronunciation, especially its characteristics in phonemes. Some English consonants even do not exist in Indonesian consonants such as the sounds /θ/ and /ð/ categorized as voiceless and voiced interdental fricatives. Due to this concern, this study investigates the production of English voiced and voiceless interdental consonants uttered by English Department students as non-native speakers of English using the Praat application. There were eight undergraduate first-year English major students as the respondents. The researcher gave them eighteen words consisting of /θ/ and /ð/ sounds in initial, medial, and final word-position. The data are in audio recordings. The result revealed that most students changed the voiced interdental fricative into consonants such as /d/ and /t/. This inappropriate way also happened when they produced voiceless interdental fricatives. They changed /θ/ sound into consonant sounds such as /d/ and /t/.

The Phonetic Features of the Shanghai Dialect, as Gleaned from the 1874 <i>Yingzi Rumen</i>

Yingzi Rumen by Cao Xiang, a native of Shanghai in the late Qing era, was one of the earliest textbooks to record the pronunciation of English using the Shanghai dialect. This was a landmark publication in the history of English-language education, but little attention has been paid to its utility in the study of Shanghai dialect. This paper explores the phonetic correspondences between English and Chinese characters to ascertain the phonetic features of the Shanghai dialect, and then by comparing the ones of which presented in European materials, it sheds new light on the significance of paired speech materials.