Phonetic Knowledge Research Articles

Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard

The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.

The Regularity of High-Frequency Words (Sight Words): Teacher Phonetic Knowledge is Key

High frequency words, commonly referred to as sight words, are often a focus of emergent reading instruction. Instructional practices abound that require emergent readers to memorize the spelling and pronunciation of the words without drawing attention to grapheme-phoneme correspondences (GPCs) in the words. These approaches ignore a critical aspect of Ehri’s theory of orthographic mapping. This article reviews the literature on storing words in memory, in general, and the research on learning high frequency words, more specifically. Analyses of high frequency words on the widely used, Dolch list, are included that show the overwhelming regularity of the GPCs in these words. The analyses provide insight into the most common GPCs in these high frequency words, and they provide examples of GPCs that if taught, unlock the regularity of several other high frequency words. Discussion focuses practitioners gaining more advanced phonetic knowledge in order to better understand the orthographic regularity of high frequency words. Recommendations include supplementing traditional phonics programs for students with at least some advanced phonetic knowledge, ensuring practitioners have this level of knowledge in order to capitalize on teachable moments with high frequency words, and/or organizing classroom lists of high frequency more strategically.

BOSHLANG‘ICH SINFLARDA FONETIK MASHQLARNI O‘RGATISHDA INNOVATSION TEXNOLOGIYALARNING O‘RNI

This article discusses the importance of innovative technologies in strengthening students' phonetic knowledge, promoting correct speech acquisition and correct pronunciation of sounds, creating an interactive, interesting and effective educational environment, as well as increasing the effectiveness of the educational process with the help of such technologies. and manufacturing methods are widely covered.

Arabic Language Literacy as an All-Important Aid in English Language Teaching to Arabic-Speaking Students

Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned. Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficiently developed in English grammar and language. Only a select number of such concepts are reviewed in this paper to serve as indicators of the advantages to be gained by a deeper study and knowledge of Arabic language phonetics and grammar.

Preliminary Data on the Use of Juncture as Marker for Phonetic Recall in an EFL Context

The study of juncture in the perspective of the English as a Foreign Language (EFL) context is limited, particularly to the one associated with the recalling process. This research aims to describe a glimpse of the juncture phenomenon by indicating the phonetic recalling process. An experimental method was applied to conduct the research. An experiment involving stimuli to phonetic knowledge was given to participants in the EFL context. There were twenty students involved in this experimental study. Analysed acoustically, the result of the preliminary data shows that junctures may occur during speech production of the stimuli with the indication of the phonetic recalling process at the syllabic level. This indication might refer to the participants’ attempt to re-access the phonetic knowledge stored in the brain. The pause duration might mark the occurrence of junctures, indicating phonetic recalling. It was also revealed that the participants’ attitudes towards the English might influence the occurrence of junctures. The study showed that junctures happened before pronouncing the words in monosyllabic words. In contrast, juncture might occur in the first, middle, and last syllable in multisyllabic words. The locations of junctures might relate to the most unfamiliar syllable of the words from the participants’ perspective. From this perspective, juncture may also occur in other speakers, not only Sundanese but also other foreign languages, not only English. This preliminary research may serve as a foundation to conduct a relevant study on the other local or regional languages in Indonesia.

EXPLORING PRONUNCIATION CHALLENGES: INDONESIAN UNIVERSITY STUDENTS' PRODUCTION OF ENGLISH FRICATIVE SOUNDS

Abstract: This study investigated the production of English alveolar and post-alveolar fricatives by 40 Indonesian university students who are not majoring in English study. The research instruments were a questionnaire, which was used to obtain information about the participants, and a word list, which was comprised of 16 English words with alveolar and post-alveolar fricatives and 9 tricky words. The results revealed two main findings. The first was that most Indonesian non-English major university students who participated in this research were not proficient in producing voiced post-alveolar fricative /ʒ/ which resulted in the substitution of the sound with /z/, /s/, and /ʃ/. The participants, however, were quite great at producing the voiceless post-alveolar fricative /ʃ/ and had no difficulty in producing alveolar fricatives /s/ and /z/. The second was that the results indicated that the participants’ problems in pronouncing English fricatives were mainly attributed to native language interference, the absence of the target sound in the sound system of their native language, and limited knowledge of English phonetics. This research recommends that EFL teachers give a special portion of time to train their students to pronounce fricative sounds in English that do not exist in the students' native language and provide them with English sound phonetic knowledge. Both of these things are strongly believed to improve the students’ proficiency in English pronunciation.

An Action Research on Phonetics Instruction in College-level English Education

The deficiency in knowledge of English phonetics constitutes a significant contributing factor to the lower proficiency observed among college students in terms of their listening and speaking skills in English. By implementing a communicative approach, an action research study was conducted with the aim of enhancing students’ pronunciation and intonation within speech flow, thereby effectively improving their ability to communicate in English. This investigation suggests that incorporating phonetic instruction into college-level English education can augment language acquisition accuracy and enhance students’ linguistic proficiency when expressing themselves, ultimately facilitating successful communication in the English language.

A Study on the Relationship between Phonetic Knowledge Learning and Listening Strategy Development in High School English Listening Acquisition

A Study on the Relationship between Phonetic Knowledge Learning and Listening Strategy Development in High School English Listening Acquisition

REFORM AND PRACTICE OF ENGLISH PHONETICS TEACHING IN HIGHER VOCATIONAL COLLEGES BASED ON OBE

As an indispensable part of English teaching, phonetics teaching can not only enrich students' phonetic knowledge and improve their phonetic level but also facilitate the cultivation and improvement of English listening and speaking ability. While teachers in colleges in China mainly focus on students’ vocabulary, grammar, and reading but ignore English phonetic teaching, resulting in students' poor expression ability and communication abilities. For a long time, although its teaching content and teaching methods have been improved with the emergence of various teaching theories, most teachers have always failed to break the traditional teaching mode and build a new teaching system. In recent years, applying the theory of Outcome-based Education to various subjects has changed traditional teaching methods to improve student learning achievement at home and abroad. This paper is to point out the necessity and urgency of the reform of English phonetics teaching in higher vocational colleges through the analysis of the current situation of English phonetics teaching in higher vocational colleges and discuss how to adopt the teaching design from top-down design under the guidance of achievement-oriented education concept and explore the suitable reform and practice of OBE teaching model for English phonetics teaching in higher vocational colleges in China. The English phonetic teaching method, based on the theory of Outcome-based Education, is worth popularising and helps teachers to innovate teaching methods and students to improve learning achievement constantly.

Using diagnostic feedback to enhance the development of phonetic knowledge of an L2: a CALL design based on the unified competition model and the implementation with the Pinyin Tutor

Second language acquisition (SLA) is complex and multidimensional. Using the framework of the unified competition model (UCM), the current study explores how robust learning and testing of Chinese Pinyin are fostered by optimal integration of different kinds of feedback in an intelligent computer-assisted language learning (CALL) environment offered by the Pinyin Tutor at TalkBank. The findings demonstrated that the repeated feedback-embedded training with the Pinyin Tutor significantly boosted the learners’ proficiency in all aspects of Pinyin knowledge for second language (L2) learners of Chinese whose first language (L1) backgrounds were varied and whose initial proficiencies in Chinese were elementary. Furthermore, there was a strong increase in Pinyin knowledge, as evidenced in the delayed posttest administered 3 months after finishing the training sessions. The results further showed that diagnostic feedback led to greater improvement than basic feedback. The significance of the results is attributed to the design of the Pinyin Tutor, which implements principles from psycholinguistic theory as well as corpus data on the speech production by L2 learners. The study sheds fresh light on improving the Pinyin Tutor, and CALL in general, by incorporating up-to-date findings in educational psychology.

Role And Function Of Phonemes In Phonology For Arabic Communication

Language consists of several language components. Language components are language knowledge, language use, and language changes associated with those components. Language knowledge includes knowledge of phonetics and phonology. Phonetics and phonology are the main understandings in mastering communication using Arabic. In the process of using language, a language is a tool used to convey ideas, thoughts, and desires or desires to others that aim to develop all aspects of life. The research method that the author uses is the Descriptive Qualitative research method. The approach used by the author is the Review Pustaka (Library Research) approach with data collection techniques using the Literature Study method. Phonology comes from the Greek word phono and the word logos. Phono means sound or sound, and the emblem implies science. Phonology is divided into 2 (two), namely phonetics and phonemes. Phonetics is the science of sound that talks explicitly about sound problems without paying attention to the function and meaning of sound. Phonemes are the study of sounds that study parts of the little unity of a language. Vowels in Arabic phonemes are commonly called crazy. Vowel types are the vowel phoneme Fathah, the vowel phoneme Kasrah, and the vowel phoneme Dhommah. A voice or vowel is a language sound that comes from the vibration of a person's throat vocal cords. The difference in the variety of sounds is the long and short verbal aspects.

Proficiency and Error of English Final Consonant Cluster Pronunciation Produced by Sundanese Students

This research aims to examine Sundanese students' proficiency and errors in performing final consonant clusters in English. The research used a qualitative approach. The participants in this research were 40 college students. Their mother tongue was Sundanese. The data were recordings, which were collected through a pronunciation test of the target clusters in a provided word list. A perceptual approach was applied to analyze the data recordings. The results of this research found that the Sundanese students were not satisfactory when performing consonant clusters in English. They were only at intermediate levels. Omissions were major errors made by the students. The Sundanese students typically omitted the last consonant for -CC and the middle consonant for -CCC and -CCCC. In addition, the Sundanese students' semester and their English grades affected the Sundanese students' proficiency. It seemed that the differences in clusters' phonological structure between English and Sundanese and unfamiliar sounds contributed to the errors. This research suggests that teachers perform explicit instruction to improve students' cluster proficiency and enhance students' phonetic knowledge of English clusters. Accurate pronunciation is an important factor affecting communication intelligibility.

Bilabial Articulation Pronunciation “B” (L1) and Syafatain Letters “Ba” (L2): Analysis of the pronunciation of the letter Ba in Surah Al-Fatihah

This study aims to elaborate on the findings of the utterances of the bilabial letters B and Syafatain huruf Ba spoken by Indonesians as non-Arabic speakers in the context of differences in pronunciation between Arabic and Indonesian letters. The method used in this research is a qualitative approach using participant speakers. Three Indonesian participants recited Surah Al-Fatihah in the mosque environment. Data collection techniques are listening techniques using audio, observation, and interviews. Data analysis used is data reduction with raw data in the form of audio recordings and using a Praat Analysis Computer. This study obtained data on the characteristics and factors that influence the speech articulation of letters B and Ba spoken by Indonesians as non-Arabic speakers. Furthermore, this research has practical implications for the treasures of Arabic-Indonesian phonetic knowledge, also empirically as material for field-based learning studies.

The rarity of intervocalic voicing of stops in Danish spontaneous speech

Previous studies of the phonetics of Danish stops have neglected closure voicing. Danish is an aspiration language, but the aspirated stops /p t k/ are produced with shorter closure duration and less articulatory effort than the unaspirated stops /b d ɡ/. Furthermore, all Danish stops are characterized by some degree of glottal spreading during the closure. In this study, we use a corpus of Danish spontaneous speech (DanPASS) to investigate the intervocalic voicing—its distribution across the two laryngeal categories, whether it patterns as a lenition phenomenon, and whether the aerodynamic environment predicts its distribution. We find that intervocalic voicing is not the norm for either set of stops and is particularly rare in /p t k/. Voiced tokens are mostly found in environments associated with lenition. We suggest that the glottal spreading gesture found in all Danish stops is a phonological mechanism blocking voicing, which is probabilistically lost in spontaneous speech. This predicts our results better than relying on laryngeal features like [voice] or [spread glottis]. The study fills a gap in our knowledge of Danish phonetics and phonology, and is also one of the most extensive corpus studies of intervocalic stop voicing in an ‘aspiration language.’

EMPLOYING THE FUZZY DELPHI METHOD TO VALIDATE COMMUNICATION SKILLS AMONG ENGINEERING GRADUATES

Delphi strategy may be a method and organized approach utilized to audit and collect suppositions of a gather of specialists, be that as it may, has it possess shortcomings. The Fuzzy Delphi Method (FDM), which is based on a variation of the Delphi method, has been demonstrated to be more successful in showing human phonetic knowledge in numerous tests (which is the signature of the Delphi Procedure). The Fuzzy Delphi Method was used to assess the content of communication abilities among engineering graduates in this article. This stage of development could be part of a larger project to develop a Malaysian employability aptitude system. This stage includes the view of 10 specialists who are experienced and have profound information in designing. It may be a thorough factual examination to approve the legitimacy of the theoretical concept of communication skills. The results of the experts' analysis were presented in the study, as well as the usefulness of the Fuzzy Delphi Method as a tool for gathering information about the validity of communication abilities content. Experts' recognitions have appeared disjointed about communication and get it more than one dialect among engineers. The specialists concurred with building graduates it can be donated by a clear heading, tune in and inquire address in their employability aptitudes capability.

ФОРМУВАННЯ ЛІНГВІСТИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

The article is devoted to the current problem of formation of linguistic competence of future specialists in preschool education while learning English. The aim of the research is to substantiate linguistic foreign language competence, determine the features, principlesand methods of its formation; to develop and implement a set of exercises for the formation of grammatical component of future specialists in preschool education in the educational process while learning English. The formation of linguistic competence is one of the priorities of learning English, as it is impossible to learn a foreign language without knowledge of vocabulary, grammar, phonetics and spelling.  herefore, the problem of formation of linguistic foreign language competence is one of the most relevant one in higher education, in particular during the training of future specialists in preschool education. According to certain tasks, the goal and hypothesis testing a complex system of research methods was used: theoretical, empirical, statistical on the basis of personality-oriented and competence approaches. The scientific novelty of the study is the development and implementation a set of educational tasks in the educational process which have an effective influence on the level of linguistic competence of future specialists in preschool education. The article substantiates the theoretical foundations of the process of formation of linguistic competence while learning English by future specialists during reschooleducation. The components, principles and methods of formation of linguistic competence while learning English are determined. The obtained results confirmed the legality of assumptions of the research, and implementation of goals and objectives became the basis for the corresponding conclusions. The formed level of the grammatical component of future specialists in preschool education in the process of performing their educational tasks is a confirmation of the level of linguistic competence. In addition, the results of the study give rounds to note that the implementation of a set of tasks encourages students to be more active in the classroom, stimulates learning activities, helps to provide positive motivation and promotes better learning, critical thinking and skills of individual activity.

Phonetic Encoding Contributes to the Processing of Linguistic Prosody at the Word Level: Cross-Linguistic Evidence From Event-Related Potentials.

This study aimed to examine whether abstract knowledge of word-level linguistic prosody is independent of or integrated with phonetic knowledge. Event-related potential (ERP) responses were measured from 18 adult listeners while they listened to native and nonnative word-level prosody in speech and in nonspeech. The prosodic phonology (speech) conditions included disyllabic pseudowords spoken in Chinese and in English matched for syllabic structure, duration, and intensity. The prosodic acoustic (nonspeech) conditions were hummed versions of the speech stimuli, which eliminated the phonetic content while preserving the acoustic prosodic features. We observed language-specific effects on the ERP that native stimuli elicited larger late negative response (LNR) amplitude than nonnative stimuli in the prosodic phonology conditions. However, no such effect was observed in the phoneme-free prosodic acoustic control conditions. The results support the integration view that word-level linguistic prosody likely relies on the phonetic content where the acoustic cues embedded in. It remains to be examined whether the LNR may serve as a neural signature for language-specific processing of prosodic phonology beyond auditory processing of the critical acoustic cues at the suprasyllabic level.

FORMATION OF PHONETIC SKILLS IN ENGLISH LESSONS

The article considers the formation of phonetic skills in primary schoolchildren in English. The problem put forward in this study is as follows: the contradiction between the school's requirements for phonetic knowledge and skills of students and the real level of knowledge of students. It analyzes the methodological techniques and means of teaching the phonetics of a foreign language when teaching younger students.

A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition

The mastery of language is inseparable from obtaining phonetic knowledge, and forming correct pronunciation is one of the necessary conditions for learning languages. Good English pronunciation can promote the learning of listening and speaking. English phonetic knowledge is so abstract to grasp that in primary schools, combining the characteristics of children’s cognitive development, English teachers should mobilize students’ body and mind to learn together, and construct embodied teaching situation to guide students to form standardized pronunciation gradually through the process of interaction between their body and environment. So that students will lay a solid phonetic foundation for their oral communication in the future, and the comprehensive development of their comprehensive English quality will be promoted.

A listening laboratory-based approach to teaching clinical phonetic transcription

Knowledge of acoustic and articulatory phonetics is fundamental to learning applied phonetic transcription skills during (pre-) clinical training in speech-language pathology. Furthermore, knowledge of acoustic and articulatory phonetics is foundational to success in advanced speech science coursework and research. We recently implemented extensive revisions to our undergraduate phonetics course aimed at improving students’ ability to deploy conceptual knowledge about acoustics and articulation in developing their phonetic transcription skills, and especially in applying these skills to phonetic transcription of developmental and disordered speech. The paramount revision incorporates a weekly, collaborative listening and transcription lab led by the instructor and modelled on listening exercises in foreign language classes. Lab worksheets train transcription skills by integrating aural and acoustic analysis of speech in diverse contexts, from idealized citation speech through connected speech from children and adults with developmental or acquired phonological and speech motor disorders. Transcription skills are refined and enhanced by progressing from simple to complex applications both within and across labs. Exercises integrate visualization of speech acoustics with transcription to improve students’ familiarity with waveforms and spectrograms. Course evaluations reveal students’ positive valuation of lab experiences, and follow-up assessments demonstrate retention of concepts and skills.