English Pronunciation Research Articles

Phonetic Transfer of Teochew Dialect to English Pronunciation Acquisition

The transfer of phonological features in the first language to second language pronunciation during the process of second language acquisition has long been attested. A great majority of studies analyze the negative transfer from Chinese to English, yet few focus on Chinese dialects transfer to English. This paper aims to summarize the previous studies on Teochew phonological transfer to English acquisition, including consonant transfer, vowel transfer, and tonal transfer. Under the framework of Language Transfer Theory and Contrastive Analysis Hypotheses, research gaps and possible research directions for future studies will be put forward. This paper shows that phonetic transfer occurs in Teochew-speaking groups learning English, influenced by the dialects consonants, vowels and likely tones. Further research should explore transfer causes across different age groups and test classroom phonetic correction methods for Teochew-speaking English learners.

Comparison Between English and Mandarin Vowel Systems and the Challenges for Chinese Learners of English

In contemporary China, learning English has been considered as a must for almost all students, with the pronunciation acquisition usually being the initial focus. Among the phonetic elements, the mastery of vowel pronunciation is particularly crucial in that vowels are an essential element of language. Due to its great importance, numerous studies have comparatively analyzed the English and Mandarin vowel systems and experimentally listed the challenges Chinese English learners may face. Based on these analysis, feasible measures to handle the problems posed for Chinese learners are proposed. This paper collects and concludes logically the main discoveries and theories that have been raised by former scholars, with the aim of clearly presenting the disparities between the vowel systems of the two languages, illustrating the difficulties those differences may bring about, and sharing some approaches in which teachers can help their students to get out of the way. Despite the similarities and differences between the two vowel systems, which can lead to pronunciation errors, strategies such as meticulous comparison and immediate correction can aid students in getting rid of these obstacles. Therefore, this paper is of significant value in elucidating the difficulties encountered by Chinese students in learning English pronunciation and in outlining effective pedagogical strategies for teaching pronunciation.

Use of YouTube videos to Improve Students' English Pronunciation Skills

English pronunciation is a language skill that must be mastered well by students studying English, especially in the teaching department. Pronunciation that is less than perfect will result in misunderstandings and the meaning of the vocabulary can also be different. During the learning process in the classroom, the way of how to pronounce vocabulary is only given by the lecturer, which sometimes makes the class atmosphere less varied and students become less active. Therefore, this research discusses the effectiveness of videos on YouTube which are used as learning media during the English learning process in the classroom. This research uses a qualitative descriptive method with data in the form of the average results of students’ scores in English pronunciation which are tested orally. The research results show that the use of YouTube videos is very effective in improving students' pronunciation skills because the videos displayed come from native speakers who use British and American accents. In other words, videos on YouTube can become one of effective English pronunciation learning media. The research results also showed an increase of student scores in English pronunciation and students were more enthusiastic during the learning process in the classroom.

A Review of the Influence of Wu Dialect on English Pronunciation Acquisition

The Wu dialect is widely spoken in Wu-speaking regions of China, which covers a considerable number of English learners. However, the phonetic system of the Wu dialect differs significantly from that of English, which greatly affects the English learning process of Wu-speaking learners, thus attracting numerous researchers to conduct related studies. This paper provides a comprehensive overview of research on the influence of Wu dialect on English phonological learning over the past two decades and presents a selection of twenty-seven papers to explore the theoretical framework, the research methodology, and the specific impacts encountered by English language learners who speak Wu dialect. Among them, the theoretical discussion centered on language transfer theory, Fleges Speech Learning Model and Bests Perceptual Assimilation Model; the research methodology consisted of qualitative analysis and empirical study; and the focus was placed on positive and negative transfer effects, i.e., the challenges posed by the absence or presence of phonological differences in the Wu dialect to the learners of English. The findings reveal significant segmental and suprasegmental influences in English pronunciation acquisition, with segmental challenges including differentiation of consonants and incomplete articulation of vowels, and suprasegmental challenges including stress placement, intonation patterns, and phonological rhythm. In addition, the discussion highlights the need for more empirical studies to supplement qualitative analyses, the consideration of regional variations within Wu dialect, and the exploration of teaching strategies informed by research findings. Therefore, the paper advocates for future research focusing on regional differences, deeper exploration of suprasegmental influences, integration of research into teaching practices, and diversified research methods.

A Review of Studies on English Pronunciation Learning Status of Sichuan Dialect Speakers

A Review of Studies on English Pronunciation Learning Status of Sichuan Dialect Speakers

THE DEVELOPMENT OF AMERICAN ENGLISH: A RETROSPECTIVE ANALYSIS

The aim of this paper is to identify the influence of the British population and other nations on the formation of the American English language. Dissatisfaction with the church, living conditions in England led to the search for another, more ideal place to live. Coming to the territories of America, the British did not have the perfect British pronunciation, as a result of which dialects prevailed in this territory. In America, preserving the canonical Old English language, American English under the influence of life circumstances, the growing number of emigrants from different countries, and climatic conditions began to gradually change. After the declaration of independence in the USA, the new words were very different from British English. Regionalization influenced the formation of idioms (fixed expressions) that received a regional tone. Phrases that from the point of view of British English are unacceptable and are a complete violation of English grammar are easily used in the USA and are considered acceptable. The declaration of independence of the United States, obtaining political freedom by citizens gave the opportunity to freely use sounds, words, and expressions. However, in general, the American continent is making its own changes in the development of the English language, which are not perceived by the British. The close economic connection between the countries has prevented radical changes in the American English language and promotes intercultural exchange between the countries.

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.

The Situation of English Pronunciation in Primary Education Classrooms in Spain

This study arises from the need to approach the current reality of English pronunciation in primary education classrooms in Spain. Nowadays, English pronunciation is still not given importance for the development of students’ communicative competence. Thus, pronunciation is not sufficiently valued, and therefore, we can detect certain deficiencies in the oral expressions of our students. The main objective of this study was to investigate the situation of pronunciation in primary education in Spain. The hypothesis we planned was whether pronunciation was given appropriate importance and had sufficient presence in the classroom. We conducted a quantitative method being framed within what is known in educational research as a non-experimental or ex-post-facto design, defined as that which is carried out without the researcher deliberately manipulating the independent variables. The instrument used was a personal questionnaire delivered to 55 English teachers, of whom 32 responded, in primary education from Granada in Spain. From the data obtained from the teachers participating in the study, we can conclude that although teachers consider oral expression as one of the main skills to be worked on in the classroom, they do not consider pronunciation to have a direct and significant relationship with improving it.

English Pronunciation Errors: A Case Study of First-Year Students of an Experimental Secondary School

English Pronunciation Errors: A Case Study of First-Year Students of an Experimental Secondary School

Enhancing English Pronunciation Assessment in Computer-Assisted Language Learning for College Students

The evolution of computer science and the innovations in language teaching methodologies have paved the way for computer-assisted language learning (CALL) technology to tackle pertinent challenges. While existing CALL systems primarily emphasize vocabulary and grammar acquisition, their evaluation mechanisms often rely on a limited set of criteria, resulting in a simplistic assessment of learners’ pronunciation skills. This oversight underscores the need for a more comprehensive approach. In response, this study targets Chinese college students’ English oral proficiency and aims to enhance the conventional computerized evaluation method. Our approach involves integrating multiple assessment parameters, including pitch, speed, rhythm, and intonation. For instance, pitch assessment is grounded on frequency central feature parameters, while speech speed evaluation considers speech duration, thus enriching the evaluation framework. Through experimental validation, the efficacy of our method in evaluating pitch, speed, rhythm, and intonation has been substantiated, reaffirming its reliability.

Effects of English Classes using AI Chat-bot on Improvement of English Pronunciation and Vocabulary Abilities of Elementary Students

Effects of English Classes using AI Chat-bot on Improvement of English Pronunciation and Vocabulary Abilities of Elementary Students

Scaffolding Assignments to Conciliate the Disinclination to Employ Project-Based Learning of English Pronunciation and Autodidacticism

Acknowledged as a far-reaching pedagogical method, Project-Based Learning is nationally imperative in Indonesian education despite the disinclination of its execution. This paper scrutinizes the phonetics and phonology-based English pronunciation dimensions and scaffolding traits as the bases to devise the scaffolding assignments for PBL execution, explores the process of PBL with scaffolding assignment adoption, and examines whether the exertion of the PBL enhances the academic achievement of English pronunciation and autodidacticism as Self-Directed Learning skills. The study exploits design-based research through repetitive actions of analysing, designing, developing, implementing, and evaluating. The result exhibit that the scaffolding assignments are designed by decomposing the phonetics and phonology pronunciation-related conceptions into smaller tasks of English pronunciation learnings and trainings based on instructional scaffolding fundamentals. The scaffolding assignments infused PBL is applied through orientation, action, reflection, and presentation stages which cover the learning activities of launching the project as the entry event marked with the driving question disclosure; building knowledge, understanding, and skills to answer the driving question; developing the project products and answers to the driving question; and presenting the products and answers to the driving question. The exertion of the PBL with scaffolding assignments is proven influential in promoting the students’ English pronunciation and Self-Directed Learning skills.

The Phonics Method to Increase English Pronunciation for Young Learners

The purpose of this study was to solve the problem of fifth-grade students at SDN Ciwidey Kota that still low in pronunciation skills. Their English pronunciations are still considered inadequate, as seen by an average score of 52.85. This study design is Classroom Action Research (CAR). The data gathering approaches employed included an oral test, which is read aloud simple descriptive text, interviews with students and teachers, and field notes. In this study, the phonics method was employed to improve students' pronunciation skills through classroom activities. This study was carried out in two phases. The first cycle showed no significant improvements, however there was some improvement with an average score of 62.92. Cycle two was consequently required, and it showed remarkable improvement with an average score of 80.17. In short, the findings of this study suggest that the phonics method can improve students' English pronunciation skills and boost students' confidence in pronouncing a word in English. Then, during the learning process, a more effective strategy for students' pronunciation was discovered by applying the phonics method.

Updating Pronunciation Deviations on Sound-Segments Exhibited by Vietnamese Students in English Speaking

The present study is aimed to examine Vietnamese students’ deviations in sound segments when they speak English. To its end, two research questions were raised: (1) what pronunciation deviations on English sounds are empirically made by Vietnamese students in English speaking? (2) what deviations appear to resemble those found in other countries? Mixed research methods, including the recordings of oral interactions among learners and between the teacher and learners, were used by the present study. Quantitative data were empirically cumulatively documented over two successive academic years 2021/22, and 2022/23. Results showed that being synthesized with deviations from prior research across countries, two prominent pronunciation deviation processes on English sounds shared by Vietnamese students and others worldwide are: (A) dropping sounds and (B) altering/substituting sounds. However, the process of adding/inserting sounds reported in some previous studies is not evident from the present data. Accordingly, detailed discussions are delivered about the role of the first language in benefiting or impeding the mastery of English pronunciation. Further studies are also suggested for deeper insights into the related issues.

Pronunciation instruction in the context of world English: exploring university EFL instructors’ perceptions and practices

Teaching a foreign language requires instructors to be knowledgeable about and capable of providing instruction that facilitates their students’ ability to understand, speak, read, and write the new language. However, as established within the literature, there appears to be a disconnect between what should be offered as pronunciation instruction and what takes place in many EFL classrooms. This study, therefore, undertook to identify Saudi university EFL instructors’ perceptions and practices towards pronunciation instruction. The study employed a mixed methods survey research design, combining qualitative and quantitative approaches. Participants included 163 EFL instructors from Saudi universities. The results of the current study showed that while most participants recognized the importance of pronunciation instruction and were confident of their English pronunciation, many also felt that they lacked the training necessary to fully provide instruction and assessment of their students’ English pronunciation. The participants also identified those extraneous factors that affected their ability to provide fulsome pronunciation learning experiences. The study highlights the existing gap between the ideal pronunciation instruction and the current practices in Saudi university EFL classrooms. It emphasizes the need for enhanced training for instructors to improve their ability to deliver effective pronunciation instruction and assessment.

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.

Exploration of Instructional Strategies for Teaching Saudi ESL/EFL Students English Pronunciation

Teaching pronunciation empowers learners to interact and communicate confidently, and clear pronunciation is essential for intelligibility. This study aims to explore the instructional strategies for teaching English pronunciation to ESL/EFL students in Saudi Arabia. A descriptive design was adopted. Through random sampling, a total of 128 English language teachers were recruited from a university in Saudi Arabia. The data were analyzed through Mean, frequencies, and percentages. The overall results suggest a positive environment at the institution for teaching pronunciation, as it is not entirely ignored, despite exam pressure and time constraints. The teachers were willing to support the development of this language aspect. The strategies were mostly centered around behavioural methods, which included minimum pair drills, and communicative activities of discussions and dialogues, which were prescribed in the curriculum. Knowledge of articulatory functions and suprasegmental features, which are important for intelligibility, are also covered.

TFLAT ANDROID-BASED FOR PRONUNCIATION PRACTICE CLASS: STUDENTS AND LECTURERS' PERCEPTIONS

This study aims to examine the perception of using the TFlat English Pronunciation application and determine how students and instructors view the app, its influence on language learning, and its possible advantages. The research used E-Learning theory adapted from Akaslan and Law (2010) and employed qualitative methods to explore diverse user experiences. To find out the perceptions of informants (10 students and 1 lecturer), the researchers interviewed them to investigate more about the usefulness of this application. The findings revealed that students found TFlat to be a valuable application for improving their English pronunciation in E-learning. They appreciated the user-friendly features and accessibility of TFlat, which enhanced their overall E-learning experience. The lecturer also acknowledged the benefits of TFlat in improving students' pronunciation skills and promoting accessibility. However, they suggested addressing compatibility issues with iPhones and expanding the app's features for more extensive practice in future utilization. Overall, the study highlighted the importance of practical technological tools like TFlat in modern education and emphasized the need for exercise diversification and broader accessibility across devices.

A Fun Autodidactic Learning Model for Students to Improve Second Language Understanding

Learning a second language, for example, English is often considered difficult by most students. In fact, this foreign language is very important for them in further studies and the world of work. Therefore, this research aims to determine a fun autodidactic learning model for students to improve second language understanding Apart from that, the writer also wants to know what methods students are interested in and effectively use in honing their English skills independently. Research data was obtained by filling out a questionnaire in the form of questions to determine the effectiveness of the interest learning model. The research respondents were Unisba Statistics students. After the data was collected, this research used quantitative descriptive methods to analyze it. This identification is carried out to reveal learning methods, problems encountered in learning, and efforts made in improving students' English skills. The results obtained based on this research are an effective independent method or model of learning English that is of interest to students, including through songs as a medium for teaching new languages and improving vocabulary and grammar. Apart from that, a fun autodidactic learning model, namely through communicative films and games, can also improve their English pronunciation skills. However, the popular method still has several obstacles, namely students do not know the pronunciation and structure of English according to grammatical rules.