Phonetic Difficulties Research Articles

On The Proto-form of the Native Armenian Word Yerkin “Heaven” and ist Armenian Parallels

The native Armenian word yerkin (heaven) is absolutely incomprehensibly derived from the Indo-European root “*d(i)ui-n-, *dei - “to shine, to beam” with the root determinative *-u”, the Armenian parallel of which is the root tiv. At the same time, it is noted that “there are phonetic difficulties”, which is too mild a statement. The comparative study of the vocabulary of Armenian and Polynesian languages has already proven its effectiveness and mutual benefit: Rapanui-Armenian lexical parallels help to clarify the boundaries of the Polynesian word-form and the structure of the word, and with the help of the ancient roots preserved in the Polynesian languages, it was possible to etymologically analyze many Armenian words of unknown origin, incomprehensible, as well as the ones considered loanwords and find out their origin and initial meaning. A similar comparative examination reveals that the most probable form of the native Armenian word yerkin “heaven” is the word ragi (rangi) “heaven” from the Pan-Polynesian vocabulary. Not only the real living proto-form of the native Armenian word yerkin is revealed, but also the basic meaning, as well as a genealogical bunch of words with the same root in Armenian, three of which are presented in this article.

Study on Phonetic Transfer and Teaching Strategies in College English Teaching

The negative influence of mother tongue, especially dialect, on the pronunciation of Chinese English learners is very common, especially in western Inner Mongolia. Through empirical research, this study discusses the negative influence of western Inner Mongolia dialects on the phoneme transmission and cross-segment phoneme transmission of students in our region, so as to better help the students in western Inner Mongolia overcome the phonetic difficulties caused by the negative transmission of mother tongue dialects, break through the phonetic barrier and achieve the purpose of effective communication.

Stanislas, lis Descartes! O zasadach czytania i wymowy spółgłoski s w języku francuskim

"Acquiring French spelling, reading and pronunciation rules in school encounters many difficulties. They result from the complexity of the system itself, the degree of complexity of its description and the lack of greater interest in systematic teaching of orthography at the level of the developed materials for teaching French, mainly school textbooks. The article shows the phonetic difficulties encountered by a Polish student while learning the rules of reading and pronouncing French words with the consonant s. It also contains a number of valuable comments and information on the transition from a graphic sign to a phonic sign in the process of teaching and learning French as a foreign language."

Совершенствование произносительных навыков студентов при обучении английскому языку в неязыковом вузе

The aim of the study is to present the main measures to improve the phonetic skills of English speech among students of non-linguistic universities. The paper provides the definitions for the notions of phonetics and phonetic competence. The author focuses on the common mistakes made by students while learning English at a non-linguistic university, presents techniques for teaching English pronunciation skills. Scientific novelty of the study lies in systematising phonetic difficulties in the formation of students’ pronunciation skills when teaching English at a non-linguistic university. As a result, it has been proved that the main measures to improve the phonetic skills include working on theoretical and practical aspects of pronunciation, as well as a set of various exercises to consolidate phonetic material, teach rhythm and intonation in English.

SPEECH DIFFICULTIES AMONG LEARNERS OF ARABIC TO NON-NATIVE SPEAKERS IN MALI (CAUSES AND SOLUTIONS)

The difficulties of pronouncing the Arabic language sounds are one of the biggest and most complex learning problems that the learners of the Arabic language suffer from to non-native speakers of Mali. These difficulties appear in the case of the individual production of Arabic linguistic sounds when teaching because they do not master the articulation of the sounds This study aims to clarify the phonetic problems facing Arabic language learners in Mali during their study of the Arabic language, to identify their causes, and the impact of the mother tongue phonetic on the indoctrination of Arabic linguistic sounds for nonnative speakers. It also seeks to provide appropriate approaches to teaching linguistic sounds. Based on the theory of contrastive analysis and teaching the types of exercises that help the learner to pronounce sounds correctly, using modern techniques. Keywords: Phonetic Difficulties, Contrastive Analysis, Pronunciation Improvement, Vocal Exercises

A Descriptive study between Iraqi EFL Learners and English Native Speakers in Pronouncing English Vowels: A Contrastive Study

Iraqi speakers of English face some phonetic and phonological difficulties that are related to the production of different speech sounds especially English vowel sounds. The difficulty in producing these sounds is related to several matters. Firstly, the complex orthographic system of English. Secondly is the inconsistent relationship between spelling and pronunciation. Third shows the differences between the two different sound systems (Arabic and English). The regional differences and the effect of the native language on the second language can be considered as two of the real problems in pronunciation.

PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT

The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well.
 Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.

РЕГИОНАЛЬНЫЙ КОМПОНЕНТ В ОБУЧЕНИИ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОЙ ФОНЕТИКЕ (НА ПРИМЕРЕ РЕСПУБЛИКИ САХА (ЯКУТИЯ))

The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian language classes. It removes language difficulties, corrects the production of sounds, promotes the development of musical ear and motivation to learn the Russian language, relieve fatigue, and overcome the intercultural barrier. During the analysis of the main phonetic difficulties of students from China and South Korea, similar and distinctive features of the sound system of the native and Russian languages were highlighted, a system of training exercises was proposed that would interest students in pronunciation, practicing and correcting specific unpronounceable Russian sounds. Prospects for the study are the further use of the harbor in the classroom with students from countries such as Japan, Vietnam, India, Italy, Hungary, France, which have a similar musical instrument.

Minimally invasive procedures for deficient interdental papillae: A review.

Deficient interdental papillae cause a series of problems, including food impaction, phonetic difficulties, and esthetic concerns. The purpose of this article is to provide valid clinical recommendations for clinicians to address these problems in a predictable and less invasive way. Numerous treatments are available for interdental papillae reconstruction, but most of them involve surgery and yield unpredictable outcomes. Minimally invasive treatments have the advantages of being effective, predictable, and involving only slight injury as compared to surgical treatments. We included 66 studies obtained after searching for relevant papers in PubMed and Web of Science. The etiology and classification of deficient interdental papillae are explained and minimally invasive procedures for deficient interdental papillae reconstruction are summarized. Minimally invasive procedures are promising ways to reconstruct deficient interdental papillae, and have the advantages of slight pain and rapid recovery. It should be noticed that some of the minimally invasive treatments still require further long-term observation to confirm their efficacy. Familiarity with etiology and classification of deficient interdental papillae can help clinicians to choose the appropriate minimally invasive approach as well as help with case collection to enhance esthetics status in patients with deficient interdental papillae.

Лингвометодический аспект преодоления фонетических трудностей китайских студентов при обучении русскому языку

The article examines typical difficulties experienced by the Chinese students while adopting the Russian phonetics. Relying on the experiment results and pedagogical observations, the author identifies permanent phonetic difficulties at all the stages of educational process, analyses their causes. Examples of communicatively relevant phonetic mistakes are provided. Possible ways to overcome phonetic difficulties of the Chinese students are analysed. The paper proposes techniques to enhance students’ motivation when pronouncing difficult Russian sounds.

Difficulties in Learning Ukrainian as Foreign Language by the Korean Students on the Intermediate Level

The given article highlights certain aspects of teaching Ukrainian as a foreign language to Korean students. Observations and conclusions are made from the author’s own experience. The paper provides answers to significant and topical questions that arise in the learning process; in particular, the author analyzes phonetic, lexical and grammatical difficulties the Korean students face on the intermediate level of learning Ukrainian. The article describes problems and obstacles a teacher and a student has, determines reasons for misusage of language patterns and suggests fresh teaching ideas and ways of their implementation.

Kształtowanie percepcji słuchowej u dzieci dwujęzycznych jako remedium na niewłaściwą realizację szeregów: szumiącego, syczącego oraz ciszącego

Sygmatyzm, czyli nieprawidłowa realizacja głosek dentalizowanych szeregu ciszącego (ś, ź, ć, dź) i/lub syczącego (s, z, c, dz) i/lub szumiącego (sz, ż, cz, dż), to jeden z najbardziej dotkliwych problemów logopedycznych występujących u dzieci dwujęzycznych uczęszczających do polskich szkół sobotnich. Seplenienie powodowane jest m.in. przez nieprawidłową budowę narządów artykulacyjnych bądź niską ich sprawność, ale także przez zaburzenia słuchu fonematycznego – niewłaściwą recepcję słuchową głosek. U dzieci dwujęzycznych posługujących się równolegle językiem polskim i angielskim często pojawia się dodatkowa trudność fonetyczna związana ze słabym różnicowaniem spółgłosek ś, ź, ć, dź w opozycji do sz, ż, cz, dż. Kształtowanie słuchu fonematycznego u małych dzieci jest jedną z metod pozwalających na zapobieżenie seplenieniu, u starszych – sposobem na jego eliminację. Rola nauczycieli szkół sobotnich jest w tym przypadku nieoceniona – ćwiczenia słuchu fonematycznego odgrywają niebagatelną rolę nie tylko w nauce poprawnej artykulacji, ale również w opanowaniu umiejętności czytania i pisania.

SURGICAL MANAGEMENT OF A PATIENT WITH CROUZON SYNDROME – CASE REPORT

Crouzon syndrome is an autosomal dominant inheritance that affects the FGFR2 receptors, manifesting as craniosynostosis of the coronal and sagittal sutures. This clinical case reports the treatment of 47-year-old patient C.A.P. whose main complaint was related to obstructive sleep apnea. He reported other syndromic characteristics such as phonetic difficulty, respiratory and masticatory pain, bilateral pain in the temporomandibular joint, and headaches. Clinically, maxillary hypoplasia was observed, associated with exophthalmos and mandibular prognathism. The patient had a class III dentofacial deformity, also seen in lateral teleradiograph and panoramic radiograph. Polysomnography revealed moderate sleep apnea. The patient was surgically treated in 2 stages: distraction of the maxilla using an internal distracter device and, later, bimaxillary orthognathic surgery. New lateral and panoramic radiography and orthodontic finishing were performed. The patient reported obstructive sleep apnea resolution with improvement in masticatory, phonetic, and respiratory functions as well as facial harmonization with correction of gnathic bones. Crouzon syndrome is an autosomal dominant inheritance that affects the FGFR2 receptors, manifesting as craniosynostosis of the coronal and sagittal sutures. This clinical case reports the treatment of 47-year-old patient C.A.P. whose main complaint was related to obstructive sleep apnea. He reported other syndromic characteristics such as phonetic difficulty, respiratory and masticatory pain, bilateral pain in the temporomandibular joint, and headaches. Clinically, maxillary hypoplasia was observed, associated with exophthalmos and mandibular prognathism. The patient had a class III dentofacial deformity, also seen in lateral teleradiograph and panoramic radiograph. Polysomnography revealed moderate sleep apnea. The patient was surgically treated in 2 stages: distraction of the maxilla using an internal distracter device and, later, bimaxillary orthognathic surgery. New lateral and panoramic radiography and orthodontic finishing were performed. The patient reported obstructive sleep apnea resolution with improvement in masticatory, phonetic, and respiratory functions as well as facial harmonization with correction of gnathic bones.

Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners

This study explores the pronunciation difficulties experienced by Saudi EFL learners at Jouf University (JU) in the north of Saudi Arabia. To achieve this purpose, two main instruments were implemented: an experiment of pronunciation sensitivity response and two interview formats. The sample of this study was selected randomly and consisted of (n=20) students studying English major in their sixth level at JU, and (n=10) English language instructors from the same institution. A mixed-method approach was employed to find out the phonetic and phonological difficulties that participants encountered during the implementation of the experiment of pronunciation sensitivity response, and to interpret participant's responses to the interview formats. The findings revealed that EFL learners experienced six phonetic and phonological problematic patterns related to mispronunciation of: initial consonant cluster, final consonant cluster, multi-syllabic words, unfamiliar sounds, vowels, and voiced or voiceless phonemes. It was also found that EFL learners and instructors had different views regarding these phonetic and phonological issues. The limited time for practice, the lack of authentic materials and tasks, and the need for immersion classes, and effective instruction and learning were all found to be responsible about the phonetic and phonological problems EFL learners encountered and at the same time they were found to be the motives for overcoming these issues. It is believed that the implications and recommendations included in this study would improve the performance of Saudi EFL speaking abilities once they are incorporated effectively in their English learning settings.

Des spécificités articulatoires du français : du diagnostic à la gymnastique

Articulatory Specificities of French: From Diagnosis to Gymnastics
 ABSTRACT: The teaching of French as foreign language (FFL) and its derivatives allows the phonetic linguist to develop an interesting approach based on the constitution of types of phonetic difficulties. From small group basic pronunciation exercises, we propose a protocol to develop real "personalized programs" so that the learner can finally tackle his difficulties in a safe and rewarding way. This protocol begins with a diagnosis and ends with the realization of personalized exercises of articulatory gymnastics.
 RÉSUMÉ : L'enseignement du français langue étrangère (FLE) et de ses dérivés permet au linguiste phonétique de développer une approche intéressante basée sur la constitution de types de difficultés phonétiques. À partir d'exercices de prononciation de base en petits groupes, nous proposons un protocole pour élaborer de véritables "programmes personnalisés" afin que l'apprenant puisse enfin aborder ses difficultés de manière sûre et gratifiante. Ce protocole commence par un diagnostic et se termine par la réalisation d'exercices personnalisés de gymnastique articulatoire.

A study in vowels: Comparing phonetic difficulties between languages

XXIII Jornades de Foment de la Investigacio de la Facultat de Ciencies Humanes i Socials (Any 2018)

A Possible Slavic Etymology of Hungarian kullancs ’tick’

The present article is dedicated to the etymology of the Hungarian noun kullancs ”клещ (lat. Ixodes ricinus)”. The Slavic origin of the word was assumed in the 19th century, however this idea was rejected in the 20th century owing to phonetic reseasons. After a short overview of the history of the research of this word, arguments are lined up in favour of the fact that the phonetic difficulties can be ignored or at least taken as irrelevant when comparing the Hungarian word kullancs with its Slavic equivalents. Therefore, it is inevitable to raise the question of its Slavic origin again.

PHONETIC DIFFICULTIES OF THE ENGLISH LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES

TSVIETAIEVA Olena – PhD of Social Communication Studies , associate professor of Foreign Languages for Engineering , Technical and Natural Specialities Department, Dnipro Oles Honchar National University , Prospekt Haharina, 72, Dnipro, 49000, Ukraine ( lenatsv@ukr.net ) ORCID: https://orcid.org/0000-0002-8072-6578 ResearcherID: http://www.researcherid.com/rid/D-2692-2016 ZNANETSKA Olena – PhD of Psychological Sciences, associate professor of Foreign Languages for Engineering , Technical and Natural Specialities Department, Dnipro Oles Honchar National University, Prospekt Haharina, 72, Dnipro, 49000, Ukraine ( znanetska@i.ua ) ORCID: https://orcid.org/0000-0001-6075-6537 ResearcherID: http://www.researcherid.com/rid/D-4023-2016 DOI: https://doi.org/10.24919/2313-2094.6/38.121463 To cite this article: Tsvietaieva, O., Znanetska, O. (2018). Fonetychni skladnosti anhliiskoi movy u studentiv nemovnykh spetsialnostei [Phonetic difficulties of the English language for students of non-linguistic specialties]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 6/38, 340–351. doi: 10.24919/2313-2094.6/38.121463 [in Ukrainian]. Article history Received: 9 October 2017 Received in revised form: 7 December 2017 Accepted: 15 February 2018 Available online: 5 April 2018 Abstract. When learning a foreign language, including English, the issue of correct pronunciation should have a clear statement from the start. Without the correct pronunciation, the manifestation of the language communicative function is impossible. The initial stage of training is especially important, because at this period students often imitate sounds, which, at the subconscious level, helps them to get the necessary skills of articulation. The purpose of the article is to stress the importance of studying the phonetic features of the Ukrainian and English languages sound systems based on the experience of the authors of this article and certain theoretical conclusions. Teaching foreign language pronunciation is a difficult task in itself that does not only require good knowledge of the phonetic system of the language taught but also of the mother tongue, since their comparison allows to predict the typical mistakes of those who study a foreign language and to overcome possible difficulties encountered in the learning process more effectively. When choosing the pronunciation option, it is necessary to take into account the purpose of foreign language teaching, the students’ needs and their personal and social identity. Due to the fact that the number of hours allocated to studying a foreign language at non-linguistic faculties of higher educational establishments in Ukraine is not sufficient for the qualitative mastering of all the competences of the English language (lexical, grammatical etc.), the issue of pronunciation is often receded into the background. Much work of considerable interest has been completed aimed to optimize the foreign language teaching process on the basis of the comparative analysis of the native and learned languages. In order to determine the level of pronunciation skills of the first-year students of Geology and Geography Faculty, the English language phonetics level test was held in the first semester of 2017. The students were asked to read certain words aloud, paying attention to intonation and articulation. The test results showed that 100 % of the students made pronunciation mistakes. Therefore, when learning a foreign language, we should comprehensively take into account students’ opportunities and the problems connected with their acquired knowledge and skills to prevent unconscious learning, and at the same time, trying to ensure that the operational side of the language learning is worked out quite clearly, which can allow the practical aspects of language proficiency to be actualized. Thus, both the students and the teachers will feel more confident when the process of training is productive. Declaration of Conflicting Interests . The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Acknowledgments. Sincere thanks to pedagogical staff at Dnipro Oles Honchar National University, in particular Prof. Mykola Viktorovych. Funding . The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding from Dnipro Oles Honchar National University permitted this research completion.

THE PROCESS OF PHONETIC SKILLS AND PHONEMATIC HEARING DEVELOPMENT OF CHINESE STUDENTS LEARNING RUSSIAN

This article presents the results of a comparative analysis of two phonetic systems and the experimental data obtained in monitoring phonetic skills and phonematic hearing of Chinese students of preparatory faculty, philological faculty (bachelors), postgraduate students-philologists. Describing the dynamics of phonetic skills and phonematic hearing has practical and theoretical meaning, because it is important to identify the reason of incorrect pronunciation and find the best solution to correct it. Only theoretical (linguistic) and experimental methods in phonetic studies can reveal more objective characteristics of native (Chinese) language interference. The comparative analysis of phonetic and intonational differences of typologically different languages makes it possible to predict phonetic difficulties and accent of Chinese students speaking Russian and differentiate the objective mistakes, caused by native language interference, and individual ones. The experiment has revealed typical phonetic mistakes resulting from the linguistic features of the two languages, and subjective factors (psychological, physiological) in a certain learning environments. The purpose of the article is to show that the development of phonemic hearing in the process of studying a foreign language and the dynamics of phonetic skills are interrelated. They influence the effectiveness of studying a foreign language. So the teacher should not underestimate the role of phonetics in teaching a foreign language.

Comparing phonetic difficulties by EFL learners from Spain and Japan

After decades of improving language learning methods, English as a Foreign Language (hereafter EFL) still makes Spanish and Japanese learners struggle with the correct pronunciation. Each country focused on its own lack of phonemes in relation to the target language and, despite years, of research the problem is as present as ever. This article approaches this border-crossing problem by means of the moderate version of the contrastive analysis hypothesis (henceforth CAH) and compares and analyses the phonetic problems of both languages against the target language, English. By expanding the focus, the resulting data could serve as a starting point for further studies that down the way could facilitate EFL learning all around the world.