Pronunciation Of Words Research Articles

Integrating Pancasila Values in Listening-Speaking Materials for Junior High Students

This study aims to address the need to promote the integration of Pancasila student profile values—specifically independence, critical thinking, and creativity—into listening-speaking supplementary materials for grade VII students at a state junior high school in Kolaka Utara. By understanding the target needs and learning needs, this research seeks to develop listening-speaking supplementary materials that are appropriate for promoting both English language proficiency and Pancasila values. This research employs a research and development (R&D) approach in education, utilizing the well-known ADDIE development model. Data collection methods included qualitative interviews and document analysis, as well as quantitative questionnaires. The needs analysis results indicated that students required materials for learning descriptive text in oral form but faced challenges with word pronunciation, grammar, vocabulary expansion, and understanding spoken information. Consequently, students desired materials that improved their vocabulary and pronunciation with an emphasis on multimedia elements. The listening-speaking supplementary materials integrated the values in implicitly and explicitly. These materials consisted of six units following a genre-based approach and used authentic materials with technology integration. The appropriateness of these materials was demonstrated through positive feedback from students and teachers, who found them engaging, well-aligned with learning objectives, relevant, and sufficient in exercises and tasks. Expert judgment rated the materials with a mean score of 3.9, categorized as “very appropriate” within the range of 3.26 < x ≤ 4.00. Furthermore, this research contributed to developing educational resources, and it is expected that students can engage with good value in their future lives.

Difficulties in Pronouncing English Diphthongs amongst Saudi University Students at AL-Baha University in Saudi Arabia

This case study investigates pronunciation problems (PP) in English diphthong sounds (DS) among Saudi EFL students in Alagig, at AL-Baha University, in Saudi Arabia. The researcher seeks to answer four research questions about English diphthongs and English sounds, which are attached below. The main task of this study is to narrow the gap between pronunciation problems in pronouncing English diphthong sounds. The populations of this paper were fifteen students, reaching levels seven and eight. The researcher used the Descriptive Statistical Method, and the data was collected by oral recorded tests. The data was analysed by (SPSS) program. The collected data had been identified, classified by type, evaluated, and described and arrived at the following results: Saudi university students encountered problems in pronouncing words containing English centring diphthong sounds ending in /ɪə/sounds. Also, students faced difficulties in pronouncing English diphthong words ending in /ʊə/ sounds. They struggled to pronounce English closing diphthong words ending in /aɪ/ sound. Further, Saudi students had problems pronouncing closing diphthong sounds ending in /əʊ/ sounds. The recommendations of this study are (1) Students need to check the correct pronunciation of English words containing centring diphthong sounds ending in /ɪə/ sounds; (2) University students want more concentration on pronouncing English words containing centring diphthongs ending in /ʊə/ sounds; (3) They require more practice pronouncing English centring diphthongs ending in /aɪ/ sound; (4) Also, they demand to consult their dictionaries of more correct and accurate pronunciation of English closing diphthong sounds ending in /əʊ/ sounds.

Coating V2O5@NaV6O15 Nanofibers with PPy Toward Prominent Sensitivity, Thermal Dissipation, Electromagnetic Protection, Waterproofing, and Mechanical Properties

AbstractExcellent mechanical flexibility, thermal conductivity, and microwave absorption are essential properties for multifunctional materials applied in next‐generation wearable electronics. However, it remains a great challenge to improve the incompatibility among these properties. Herein, high‐quantity V2O5@NaV6O15@PPy core‐shell nanofibers (CSNFs) are synthesized via a simple dissolution‐recrystallization and in situ redox polymerization process. Owing to regular, periodic, and stable sensing signals, their membrane can serve as a strain sensor to accurately detect word pronunciation and body movement. Their TPU films possess high strength, excellent hydrophobicity, and large thermal conductivity (3.56 W m−1 K−1); 7 wt.% load. Besides, the CSNFs exhibit efficient wide‐band microwave absorption (8.56 GHz) and RCS reduction (24.41 dBm2) at a low load (7 wt.%), outperforming most other absorbers. The boosted performance can be ascribed to their 1D structure with multiple heterostructures and abundant defects, which generate conductive loss, diverse polarizations, multiple microwave scattering, and the cooperative heat transfer of electrons and phonons. Further analyses reveal their heat transfer and dielectric loss mechanisms based on the density of states, electric field distribution, and the phonon density of states. Overall, the V2O5@NaV6O15@PPy CSNFs are promising as multifunctional materials for applications in wearable strain sensing, thermal management, EM protection, and Radar stealth, particularly in extreme environments.

Acquiring the structure of a writing system is important in learning to read: a test of the character-word dual-focus approach in learning Chinese as a second language

Abstract An important question in literacy education is whether reading instruction should focus on whole words or subword constituents. We tested whether this question captures something general across writing systems by examining the functionalities of words and characters in learning Chinese. We introduce a character-word dual-focus instructional approach based on the Character-Word Dual Function model and test its predictions with American undergraduate students enrolled in a beginner-level Chinese course. One group learned new words through dual-focus instruction: characters for pronunciation and words for meaning. A second group followed typical word-focus instruction prevalent in classrooms, learning word-level pronunciation and meaning. Results indicated that while both approaches produced comparable levels of word pronunciation and meaning learning, the dual-focus instruction significantly enhanced character pronunciation and transfer to new word learning. The advantages of dual-focus instruction highlight the importance of learning the subword components through acquiring the systematic structure of the writing system in learning to read.

ON THE ISSUE OF SPEECH DEVELOPMENT IN CHILDREN WITH DOWN SYNDROME

The review article theoretically substantiates the peculiarities of the speech development of children with Down syndrome. Emphasized the importance of speech development as a key tool of socialization and cognitive activity of a child with Down syndrome, which helps to become part of a social group, improve self-esteem and reduce alienation. It is noted that the peculiarities of the speech of children with Down syndrome are manifested in a noticeable lag in the development of the child's active speech, which is accompanied by an insufficient level of understanding of the speech of others. The main characteristics of the speech of children with Down syndrome are revealed: physiological and anatomical features (muscle hypotonia, peculiarities of the structure of the oral cavity, difficulty breathing), delay in speech development (late speech development, difficulty in constructing sentences), pronunciation and articulation (problems with the articulation of sounds , monotony of speech), cognitive and communicative features (cognitive impairments, difficulties in understanding and reproducing speech, well-developed visual-spatial memory), individual progress. The main problems of speech development in children with Down syndrome are indicated, which are associated with a delay in both expressive and receptive speech, which affects the ability to learn and social interaction; peculiarities of articulation and phonetics (due to the hypotonia of the muscles of the face and oral cavity, children often have difficulties with the pronunciation of sounds and words, which makes it difficult to understand their speech), cognitive difficulties (intellectual disabilities can reduce the ability to master complex grammatical constructions and expand vocabulary), sensory integration. Prospects for further research are outlined: improvement of individualized approaches to a child with Down syndrome, taking into account his strengths; development of innovative technologies for speech development; research of alternative and additional communication; working out the algorithm and tools of early intervention in the speech therapist's work with a child with Down syndrome.

Dialect features of the Torgut Kalmyk language (based on the material of N.M. Mandzhiev's prose and field recordings)

This article presents an analysis of the dialect features of the Torgut dialect of the Kalmyk language based on the material of the prose of the Kalmyk writer N.M. Mandzhiev and expedition records collected during the implementation of the RNF research project "Electronic Dialectological Atlas of the Mongolian languages of Russia: basic vocabulary". N.M. Manjiev was one of the founders of Kalmyk literature and made a significant contribution to the development of the literature of the Kalmyk people. He belonged to the representatives of the Torgut ethnic group. In this regard, the dialect features characteristic of the Torgut dialect are preserved in its early editions. In parallel, the material recorded during the expedition to the Republic of Kalmykia according to the 100-word list of Svodesh was used. The subject of this study is the phonetic, grammatical and lexical features of the Torgut dialect. The object of the study is the Torgut dialect, characterized by its proximity to the historical basis. The work uses such methods of linguistic analysis as descriptive, lexical-semantic, comparative-typological and distributive. The scientific novelty of the study lies in the fact that the dialectological material presented in the works of N.M. Mandzhiev and field recordings has not yet been practically studied. The research material was the examples selected by the method of continuous sampling from the works of N.M. Mandzhiev. For comparison, field material was used, which was collected during an expedition to the Republic of Kalmykia. The material made it possible to identify features related to the pronunciation of words, the influence of historical vowels on the modern language, the use of case affixes other than the literary language, as well as the semantics of lexemes having a narrow-local existence.

Commanding and Requesting: Teachers’ Speech Acts in Indonesian Vocational English Schools

Effective communication in the classroom profoundly influences educational performance, particularly in language acquisition settings. This study investigates the employment of directive (commanding) and requestive (requesting) speech acts by English educators in Indonesian vocational high schools, a subject that remains under-examined. This research utilizes a qualitative case study design to examine the utilization of speech actions by teachers and their perceptions by students. Data were gathered by classroom observations, audio recordings, and semi-structured interviews with five English educators and five students from a vocational institution in Samarinda, Indonesia. The results indicate that directed speech acts are predominantly employed to uphold discipline and deliver explicit instructions, hence enhancing classroom management and concentration. In contrast, requestive speech acts foster a polite environment that promotes active student engagement and collaboration. Furthermore, educators deliberately integrate the Indonesian language to augment students' understanding and involvement. The study highlights the necessity of a judicious application of both commanding and requesting speech acts to facilitate effective teaching practices that integrate authority with mutual respect. These discoveries have considerable significance for teacher training programs, indicating that professional development should prioritize the incorporation of communication tactics that adjust to classroom dynamics and promote a good learning atmosphere. Utilizing multilingual methodologies and contextually relevant communication can enhance teacher-student interactions, hence improving student engagement and educational results.

Consonant Elision in English Word Pronunciation of Obolo Speakers of English in Nigeria

This research investigates consonant elision in the spoken words of Obolo speakers of English (OSE). There is an assumption that the Obolo speakers of English exhibit features of inaccurate pronunciation especially, the elision of the voiceless alveolar and velar consonant sounds /t/ and /k/ in their English speech as it impedes mutual intelligibility during conversation. This assumption forms the background of this study. Sixty (60) university graduates from different fields of study were randomly drawn from six communities of Obolo: Ekede, Ayama Ekede, Ebukuma, Ngo, Agana and Egwede. The Optimality theory was used as a theoretical thrust for this study, and prepared single and connected words were arranged on a questionnaire for the subjects to read, while their productions were recorded using an MP3 digital recording device. For the analysis, the study employed perceptual and quantitative approaches focusing on the phonotactic order and the structure of English sounds as realized by the Obolo speakers of English. The findings revealed that the majority of Obolo speakers of English delete the consonant sounds /t/ and /k/ in their English pronunciations at the medial and coda positions of consonant clusters. Phonotactically, it was discovered that the output violates the faithful constraints. The statistics also show that subjects exhibit consonant elision in their pronunciation. For instance, 65%, 70% and 64% were unable to realized /k/ and /t/ correctly. This problem is not peculiar to only Obolo Speakers of English. The researcher suggests more research of this kind in other languages using a different approach.

Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study

AI tools have enabled FLLs to navigate their journeys of learning languages. This poses several questions, particularly about the most common AI tools used in learning vocabulary and the attitudes of EFL Omani students toward using AI tools in learning English. A mixed-method research design was utilised, and the sampling included 236 respondents studying in the Sultanate of Oman. An SPSS version 29 was employed in analysing the quantitative data, whereas the qualitative data were analysed thematically. The qualitative data revealed that EFL Omani students depended heavily on Google Translation (44%) as the highest AI tool, followed by the Dictionary Application (32%), ChatGPT (22%), Chat Bot (17.40%), and Duolingo (15.70%). In addition, translating the meaning of a new word occupied the highest learning strategy (frequency: 141), followed by learning new vocabulary (frequency: 134), translating the meaning of a full sentence (frequency: 91), and learning the correct pronunciation of strange words (frequency: 90), whereas learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data showed that the overall mean is (3.67), which reveals a high frequency of use of AI tools in learning vocabulary. The lowest mean (3.45) is associated with trusting the new vocabulary recommended by AI tools, whereas the positive effectiveness of AI tools has the highest mean (3.92). However, it was found that age, gender, and level of study do not affect EFL Omani students’ use of AI tools to learn vocabulary.

Students’ Perception of the Use of Cartoon Movie as a Media in Learning Vocabulary at Senior High School

The purpose of this study is to analyse students’ perceptions of the use of cartoon films as a medium in vocabulary learning. The subjects in this study were 36 students in the tenth grade of SMA Negeri 10 Gowa for the 2023/2024 school year using purposive sampling techniques. This study used a qualitative descriptive method. The data collection techniques in this study were interviews and field records. The data analysis techniques used in this study were reducing data, displaying data, and drawing conclusions. Based on the study results, it was shown that the respondents used three aspects of perception, namely the cognitive aspect, the affective aspect and the conative aspect. Of the three aspects, there were two dominant aspects, namely the cognitive and the affective aspects. The results of students’ perceptions show that the use of cartoon movies as a medium in vocabulary learning is very good because students get a lot of new vocabulary, students became aware of word pronunciation and correct word writing, become more happy to learn English, more enthusiastic to learn and remember a lot of new vocabulary.

Analisis Kemampuan Anak dalam Berbicara Menggunakan Metode Bercerita di TKIT Generasi Rabbani Kota Bengkulu

One of the first potentials that must be optimized in early childhood is the speaking aspect. However, in learning there is still a lack of children's ability to speak, especially to express, convey and communicate thoughts, and also the pronunciation of words is unclear. So children lack the courage to make their voices heard when telling stories. In this case it is also caused by the teacher's use of learning methods that are less attractive. The aim of this research was to see the influence of the storytelling method on children's speech development at TKIT Generasi Rabbani, Bengkulu City. The method used in this research is descriptive with a qualitative approach. The research implementation time is approximately one month, namely March 25 to April 29 2024. The research techniques used are interview techniques and observations of students. The results of the research show that the storytelling method has a great influence on children's speaking abilities and can increase children's self-confidence.

RP, Pronunciation preference polls, dynamic synchrony and SSB Pronunciation

We first look at various aspects of RP (Received Pronunciation). One particular aspect of RP that is emphasized is its intelligibility (comprehensibility). Reproduced in this connection are results of a survey conducted by a polling organization on ‘intelligibility’ of British English pronunciation varieties. The concept of ‘dynamic synchrony’, as distinct from ‘static synchrony’, is brought in and explained at fair length. With this concept in mind, we look into the fact that many individual British English speakers show preference for different alternative pronunciations of words (e.g. absurd with [‑s‑] or [‑z‑]; 'contribute or con'tribute). We investigate if such different pronunciation choices correlate with ages, i.e. young speakers, old speakers; born before or after such-and-such year? We closely consult all three editions of Longman Pronunciation Dictionary (LPD) compiled by John Christopher Wells which contains detailed results of his 1988 and 1998 pronunciation preference surveys. LPD records pronunciation details found in ‘a modernized version of the type known as Received Pronunciation, or RP [Wells’s block letters]’ (LPD3: xix). Finally there will be a discussion concentrating on Geoffrey Lindsey’s recent book English after RP (2019) which shows the relationship between regressive RP and progressive SSB (Standard Southern British) pronunciation at the present time.

Strategi Peningkatan Kreativitas Anak dan Stimulasi Speech Delay Melalui Media Loose Part di PAUD

In the era of globalization, creativity is becoming increasingly important, because it is needed to face increasingly rapid challenges and changes. To increase creativity in early childhood, the right strategy is needed, one of which is using loose part media. At PAUD Fullday Aisyiyah Kasihan uses loose parts as a strategy to increase children's creativity. So the aim of this research is to look at strategies for increasing children's creativity through loose part media at PAUD Fullday Aisyiyah Kasihan. This research uses descriptive qualitative research. The research subject is the teacher. The place of research was carried out at the Kasihan Integrated Aisyiyah PAUD, Bantul, Yogyakarta. The validity tester in this research uses credibility with triangulation, namely technical triangulation. Analyzing data from the field through interview, observation, and documentation techniques. The data analysis technique that will be used in the research is Miles and Huberman's data analysis technique, namely data reduction, data display, and conclusions. The results of the research show that there are 6 strategies used by teachers to increase children's creativity by using loose part media, namely; 1) giving children freedom to imagine and be creative; 2) providing appropriate direction and supervision by the teacher; 3) getting used to playing activities with loose part media; 4) use of interrogative sentences and provocation sentences to support creativity; 5) increasing vocabulary, articulating word pronunciation and strengthening children's oral speech; 6) assessment of activity results and reflection on learning.

Project WINGS: Word-Banking to Address Gaps in Science Education

The COVID-19 pandemic has caused students to fear for their health and their studies. It has created gaps that educators need to fill when they return to formal education. The main purpose of this research was to evaluate the effectiveness of word banking in science for improving the proficiency levels of seventh-grade students. The study aims to address gaps in science education arising from new-normal circumstances. It also seeks to assess students' proficiency in science before and after the implementation of Project WINGS. The research found that implementing Project WINGS, which incorporated the SPURN strategy (Spelling, Pronunciation, and Usage of words, Reading, and Numeracy), significantly improved seventh-grade students' proficiency levels in science. The quasi-experimental design, utilizing pre-test and post-test data, indicated a notable enhancement in students' performance, suggesting that daily word banking effectively addressed educational gaps exacerbated by the COVID-19 pandemic.

Are They Similar or are They Same Origin, Persian Language and Korean Language (248th-261st)?

The thousand character essay is composed with Chinese characters. Therefore, it is strange that the thousand character essay can be translated through Korean pronunciation of Chinese character. Further, Kim and Park (2022) found that several Persian words have similarity with Korean words. It is also really strange that there is similarity between the pronunciation of Persian words and that of Korean words. Because it is very distant between Korean region and Persian region (Iran and Afghanistan). So, it will be good to know the reason of this similarity. The starting point of this research is Iranian-Korean book (Kim, Yeong Yeon, 1999). And it was found that there is similarity between Iranian words and Korean words (Park et al., 2019). The number of Persian words is fourteen. And the method is to compare the pronunciation of Persian words with that of Korean words. The meaning of Persian words is on the basis of Persian/French dictionaries (Bau, 2008; Taranov, 2017). The title of this work is ‘Are they similar or are they same origin, Persian language and Korean language (248th-261st)?’ This work concerns comparing the two languages, the Persian language and the Korean language. The theme of this research is as follows. 259. (Mojri.) {animator.} <모지리 Mojiri.> [a person who makes others to laugh.].

Substandard phonetic realisations and their functions in Stanisław Bareja’s comedies

The paper examines the substandard pronunciation of certain words in the comedies by a popular Polish filmmaker, Stanisław Bareja. The empirical material was obtained using the auditive method. The author claims that non-literary phonetic realisations that appear in the fi lm dialogues imitate: 1) colloquial mispronunciations; 2) dialectal pronunciation (especially typical of the urban dialect of Warsaw); 3) hypercorrect pronunciation; 4) speech defects and unfamiliarity with foreign words. Subsequently, he lists several important functions of the phonetic peculiarities. The filmmaker used them primarily to achieve humorous effects. However, the analysis has also revealed that they indicated: 1) the place of action; 2) the social affiliation of the characters; 3) the intellectual level of the characters; 4) the ethnicity of the characters; 5) the level of formality of the communicative situation.

The role of innovative musical education in the development of social skills in children and adolescents

This article aims to investigate the significance of innovative musical education in fostering social skills among children and adolescents. To achieve this objective, the authors devised teaching approaches centered on the development of social skills through vocal training, utilizing modern technologies such as Minute Voice WarmUp and Swiftscales. The curriculum was designed to facilitate the formation of articulatory approaches to vocal singing, the enhancement of technical skills in vocal performance, the cultivation of emotional expression in execution, and the establishment of dual-voice rendition. Findings revealed that emotional expression in singing (0.491) and articulation (0.483) played pivotal roles in developing social skills, along with dual-voice rendition (0.207), influencing the freedom and confidence in execution. Moreover, the study results demonstrated that among the acquired social skills in children and adolescents, presenting vocal capabilities effectively (1.96) stood out prominently, enabling individuals to express their opinions in the interpretation of melodies. Additionally, students developed voice control skills (1.83), closely associated with the precision of word pronunciation and the conveyance of inherent intonation. The practical significance of this work lies in the potential for shaping social skills through vocal singing, guided by the utilization of digital applications such as Minute Voice WarmUp and Swiftscales.

Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan

This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment

An Analytical Study of the Recognition of Silent Letters in the Pronunciation of English Words by Baghdadi Arabic Speakers

The phonetic system in English differs to some extent from that of Arabic. Novice Baghdadi Iraqi speakers encounter numerous challenges in pronouncing English words as a result of this. As an illustration, it is common to hear English learners articulate "assign” /əˈsaɪn/ as / əˈsaɪgn / or "kneel," / niːl/ as /k niːl/. The objective of this study is to detect prevalent distortions in the pronunciation of silent letters in English words among Baghdadi Iraqi English as a Foreign Language (EFL) learners. The methodology employed in this analysis was a qualitative descriptive study. Utilizing purposive sampling methods, a sample of 5 English as a Foreign Language (EFL) novices was chosen from the 1st level of the English Department, Dijlah University, Iraq. These learners were categorized as novice high-level learners (beginners). Analytically descriptive methodology was employed to analyze the data obtained from tests. The findings of this study indicate that EFL novices make errors when pronouncing words that include silent letters such as b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w. The writers examine three positions of the silent letters in words (beginning, medial, and final), and, by that understanding, it becomes feasible to create valuable instructional resources and teaching techniques to address this matter.

An Analytical Study of the Recognition of Silent Letters in the Pronunciation of English Words by Baghdadi Arabic Speakers

The phonetic system in English differs to some extent from that of Arabic. Novice Baghdadi Iraqi speakers encounter numerous challenges in pronouncing English words as a result of this. As an illustration, it is common to hear English learners articulate "assign” /əˈsaɪn/ as / əˈsaɪgn / or "kneel," / niːl/ as /k niːl/. The objective of this study is to detect prevalent distortions in the pronunciation of silent letters in English words among Baghdadi Iraqi English as a Foreign Language (EFL) learners. The methodology employed in this analysis was a qualitative descriptive study. Utilizing purposive sampling methods, a sample of 5 English as a Foreign Language (EFL) novices was chosen from the 1st level of the English Department, Dijlah University, Iraq. These learners were categorized as novice high-level learners (beginners). Analytically descriptive methodology was employed to analyze the data obtained from tests. The findings of this study indicate that EFL novices make errors when pronouncing words that include silent letters such as b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w. The writers examine three positions of the silent letters in words (beginning, medial, and final), and, by that understanding, it becomes feasible to create valuable instructional resources and teaching techniques to address this matter.