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The () and () Contrast as a Fossilized Pronunciation Error of Turkish Learners of English and Solutions to the Problem
Murat Hi?mano?lu
Journal of Language and Linguistic Studies , 2007,
Abstract: The acquisition of [ : ] and [ ] vowel sounds of the English languageconstitutes a serious problem for Turkish learners of English. There are nopedagogically-developed specific materials or sample lesson plans in the literature toremedy the pronunciation difficulty brought about by [ : ] and [ ] vowel sounds ofthe English language. Therefore, this article aims at providing Turkish learners ofEnglish with pronunciation teaching material and a sample lesson on two problemcausing sounds like [ : ] and [ ] by using the audio-articulation method developedby Demirezen (2003, 2004).
Vowel insertion in the speech of Brazilian learners of English: a source of unintelligibility?
Neide Cesar Cruz
Ilha do Desterro , 2010,
Abstract: This article is an attempt to answer the following question: Is vowel insertion in the speech of Brazilian learners of English likely to be a source of unintelligibility? Insights to answer this question are provided on the basis of an analysis of empirical data derived from three studies which investigated the pronunciation intelligibility of Brazilian learners' English to three different groups of listeners. Samples containing words with vowel insertion, produced by Brazilian learners of English, were presented to three different groups of listeners who have the following three characteristics: (1) British listeners living in Birmingham, England, unfamiliar with the way Brazilians pronounce English words (1st study); (2) British and American listeners living in Brazil, familiar with the way Brazilians pronounce English words (2nd study); and (3) a second group of American and British listeners, also familiar with the Brazilian way of pronouncing English words (3rd study). The listeners were asked to listen to the samples once, and to carry out tasks. In one of the tasks, they were required to write down what they had heard. The analysis focused on the stlisteners' orthographic transcriptions of the samples. On the basis of the results obtained, I argue that the category vowel insertion in itself is insufficient and too broad to provide an answer to such a question. Instead, I suggest that it is necessary to specify the type of vowel inserted, as well as the strength with which it is produced, when vowel insertion is considered in Brazilian learners' pronunciation intelligibility.
A Study of Pronunciation Problems of English Learners in China  [cached]
Fachun Zhang,Pengpeng Yin
Asian Social Science , 2009, DOI: 10.5539/ass.v5n6p141
Abstract: This paper analyzes some frequently occurring problems concerning pronunciation of English learners in China. Factors leading to these problems are interference of Chinese, learners’ age, attitude, and their insufficient knowledge of phonology and phonetics systems of the English language, etc.
Mehmet Demirezen
Journal of Language and Linguistic Studies , 2008,
Abstract: According to Haycraft, (1984: 90), “Since all humans have almost identical speechorgans, there should not be any ‘difficult’ sounds.” This is not a totally true thought becausethe nonnative speaking students apply the pronunciation rules of their native language, andthe result of such a conduct is the establishment of mother-tongue interference which boilsdown to be an unavoidable intrusion while learning a foreign language. A great majority ofpronunciation errors are due to inevitable mother-tongue pronunciation habits, which exhibitcertain resistance to the sounds of the target language. The mother-tongue association to theacquisition of some target language phonemes that are called the core sounds. (Demirezen2007e). The core sounds of the English language, such “consonants like / t ---> T, d ---> D, v---> w / and vowels like / e ---> Q, e ---> E, Q ----> E, ---> Q, Q ---> , ----> ow, V-----> Vw /, constitute the prime fossilized mistake continuum for the Turkish teachers,teacher trainees and students in learning and teaching English as a foreign language.”Demirezen, 2007e: 306). This articles aims at analyzing and offering rehabilitative solutionsto one of such core sounds, namely / Q ---> / contrast that harms the pronunciation ofTurkish learners of English.
Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey
Müfit ?ENEL
Journal of Language and Linguistic Studies , 2006,
Abstract: This paper firstly stresses that the importance of the spoken form of the languageand for that reason foreign language learners should have correct and accuratepronunciation. Additionally, this paper consists of the presentation of the factorsaffecting the pronunciation of EFL learners in Turkey in language learning and teachingprocess and also it suggests some necessary techniques for the solution of these factors.Some suggestions are also given for how these techniques should be applied for.
Problems in Teaching Tenses to Turkish Learners  [cached]
?smail ?ak?r
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.2.123-127
Abstract: This study focuses on the problems in teaching tenses to Turkish students at university level in Turkey. Some of the problematic and confusing tenses such as Past Simple and Present Perfect Tense, Present Continuous and Present Simple, Past Simple and Past Continuous Tense Teaching grammar have been handled throughout this study with the data obtained from the written exams of the learners. Most frequently occurred errors have been listed and they have been analyzed in detail. The findings reveal that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background. The other component of this article is to offer remedial teaching activities for foreign language learners to compensate the shortcomings.
Abdülkadir DA?LAR (M.A.H.)
Turkish Studies , 2008,
Abstract: In this study we introduce Ebussuud Efendi’s two tractateswhich are about pronunciation and orthographic and we give theircritical texts. These are small ortographic guidebooks and they inheritright forms of word which are used wrongly in common. We buildthis study on fesahat and belagat and we comment word’s wrongpronunciations and orthographics according to fesahat and belagat.
Defosilization of / / Phoneme Pronunciation of Non-native EFL Teachers  [cached]
Ayhan Kahraman
Journal of Language Teaching and Research , 2012, DOI: 10.4304/jltr.3.3.379-385
Abstract: The literature asserts that when a foreign language is learned after puberty, the fossilized pronunciation problems of adult FL learners cannot be remedied. However, to the best of knowledge there was no empirical evidence to support this belief. Therefore, the present study aimed to investigate whether or not non-native English teachers’ fossilized pronunciation mistakes on / / vowel phoneme of the British English language can be cured through treatment. First, a diagnostic test as a pre-test was used before the treatment phase to identify participants’ pronunciation problems and the same test was repeated after treatment to check out any difference. As the data revealed from repeated measurements, the Wilcoxon signed-rank test was used and the results displayed a significant difference (z= -3.527, p< .05). That is, the application of the cure programme developed using the audio-articulation method facilitated participant teachers to cure their pronunciation problem on / / vowel phoneme of the British English. In brief, this study has proved this case and cured non-native English teachers’ problem. All in all, this study recommends non-native language teachers to improve language teaching materials with explicit pronunciation exercises especially for adult learners using similar methods.
The English () and () Vowel Sounds as Fossilized Pronunciation Errors for the Turkish Teachers of English and Solutions to the Problem
Journal of Language and Linguistic Studies , 2006,
Abstract: The Fossilized pronunciation errors constitute a great problem in the mastery of L2in second or foreign language learning and teaching (Odlin 1989; Demirezen, 2003;Demirezen, 2004; Johnson, 2001). One of such errors, which is committed by a greatmajority of Turkish teachers of English and student teachers, is the acquisition of á í and μ í vowel sounds of the English language. There has been no specific material or lessonplan encountered so far in the literature to rehabilitate the pronunciation difficulty, createdby á í and μ í vowel sounds of the English language. Therefore, this article aims toprovide pronunciation teaching material and a sample lesson on two difficult sounds forTurks, like á í and μ í, to the Turkish teachers-on-the-job and student teachers ofEnglish.
A Description of Turkish-English Phonology for Teaching English in Turkey
Mehmet ?EL?K
Journal of Theory and Practice in Education , 2008,
Abstract: The use of English as an international language has resulted inevitably in a blending of English and the first languages of the users. One particular consequence of this contact has been the creation of a system involving the phonemic features of the two languages, one such variety being Turkish-English phonology. The objective of this article is to provide Turkish teachers of English with a description of realistic and at the same time intelligible pronunciation for teaching and testing purposes. For this purpose, data from bilinguals and teacher trainers as well as advanced learners of English have been utilized. In view of the strong arguments in the literature that it is unrealistic to expect learners to accomplish native speaker norms in pronunciation, what is needed, methodologically, is an approach or framework that recognizes the learner’s linguistic background as well as the contexts that involve nonnative-nonnative discourse participants. The suggested framework involves a reduced but intelligible phonological system for language learners to successfully communicate in English internationally. The paper concludes the description of Turkish- English phonology by reducing the number of phonemes by 8 from a studied total of 23 phonemes from Received Pronunciation. Teachers of pronunciation can make use of the suggested pronunciation framework for effective, viable and realistic teaching targets.
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