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Priorities in English Pronunciation Teaching in EFL Classrooms  [cached]
Moedjito Moedjito
K@ta : a Biannual Publication on the Study of Language and Literature , 2008,
Abstract: This paper reports the priorities in English pronunciation teaching in Indonesian EFL classrooms focusing on the English varieties, components of pronunciation, and techniques for pronunciation teaching. The results indicated that (1) international English was valued as a more appropriate variety for Indonesian learners, (2) and that while depending on a limited range of rather traditional techniques of pronunciation instruction, Indonesian EFL teachers valued segmental features more than suprasegmental features.
A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms  [cached]
Abbas Pourhosein Gilakjani
Journal of Studies in Education , 2011, DOI: 10.5296/jse.v1i1.924
Abstract: Speaking a second language involves different skills like grammar, vocabulary, instruction, and so on. Pronunciation is one of the most important skills in English Language Teaching. If speakers have very bad pronunciation, their speech will not be understandable to the listeners. Despite the fact that acquiring pronunciation is so difficult, in many ESL/EFL classrooms, teaching pronunciation is granted the least attention. In this article, the researcher discusses the status of pronunciation teaching from the viewpoint of many English language teachers, researchers, and writers. Firstly, a brief history of teaching pronunciation and factors affecting the learning of pronunciation are discussed. Secondly, the reason of encouraging students to improve their pronunciation and the time of introducing pronunciation will be discussed. Thirdly, the researcher investigates the kind of pronunciation materials and segmental and suprasegmental features. Finally, the article discusses a number of suggestions for teaching pronunciation and indicates that the teaching of pronunciation can be made more effective in the ESL/EFL classrooms. Keywords: Pronunciation, Materials, Segmental, Suprasegmental, Suggestions
Impact of Videoconference with Native English Speakers on Chinese EFL Learners’ Oral Competence and Self-Confidence  [PDF]
Ruiling Lu, Timothy A. Goodale, Yanbing Guo
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.22008
Abstract:

This study presents an educational collaborative project between two colleges in the United States and China. Forty-five Chinese preservice teachers and 5 American undergraduates participated in the project which involved a 10-week online synchronous videoconference between the participants. The project aimed at improving Chinese EFL learners’ English oral skills as well as their confidence in teaching English language in future. Quasi-experiment design was employed to evaluate the effectiveness of the project. Results showed that online synchronous videoconference with native English speakers did have positive impacts on Chinese participants’ English pronunciation and oral fluency & coherent. No significant difference was found in confidence measures. The outcomes of the project contribute to the relevant literature with an applicable and low-cost English language training model for EFL learners.

A Model to Rehabilitate a Fossilized Pronunciation Error of Turkish English Language Teachers: the English Consonant Phoneme () Wrongly Articulated as () Through Nasal Devoicing
Mehmet Demirezen
Journal of Language and Linguistic Studies , 2007,
Abstract: Turkish English language teachers have a general affinity to mispronounce theword-final /ng/ sound combination as / k/ form, but not in an /I / form, which is theright case. This is a typical case of a fossilized pronunciation. The result of thearticulation is a bad sounding articulation that gives a serious hardship to the foreignlanguage teacher. It must be borne in mind that bad pronunciation impedes and obscuresintelligibility, accuracy, fluency, and automatic control of pronunciation in the targetlanguage. The fossilized pronunciation errors keep bothering the communicativefluency of the teacher trainees and novice foreign language teachers who are on the job.Since teaching foreign languages is a vocational job, developing a good intelligiblepronunciation skill is an integral part of the profession. In this study, a very commonand wrong articulation of /N/ phoneme as /Nk/ by Turkish English teachers will be triedto be rehabilitated by using the audioarticulation model.
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.
How to Improve Pronunciation? An In-depth Contrastive Investigation of Sound-spelling Systems in English and Persian  [cached]
Seyyed Mohammad Ali soozandehfar,Marzieh Souzandehfar
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.1086-1098
Abstract: This study is a contrastive investigation between English and Persian sound-spelling systems in which the problematic areas for both English and Persian learners have been identified. Firstly, the researcher has determined the common base between the two languages, i.e. the structural phonology, and has postulated it as the tertium comparationis of the study. Through an in-depth examining of the sound-spelling characteristics of each language, the study has gone through the description stage. After that, the comparable features have been identified in the juxtaposition stage. Then, in the comparison stage, the detailed comparison and contrast of the two languages have been made in terms of the juxtaposed sound-spelling features. Finally, the EFL learners' pronunciation problems have been analyzed for the prediction stage. The results have indicated that there are a number of regularities and irregularities which can be problematic for both English and Persian learners, especially for non-native speakers learning English. Moreover, this study has some implications in TEFL for teachers to know and consider such problematic areas and teach the students these inconsistencies so as to reduce such preventative factors in their learning.
Why is Pronunciation So Difficult to Learn?  [cached]
Abbas Gilakjani,Seyedeh Ahmadi,Mohammad Ahmadi
English Language Teaching , 2011, DOI: 10.5539/elt.v4n3p74
Abstract: In many English language classrooms, teaching pronunciation is granted the least attention. When ESL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic influence. If we learn a second language in childhood, we learn to speak it fluently and without a ‘foreign accent’; if we learn in adulthood, it is very unlikely that we will attain a native accent. In this study, the researchers first review misconceptions about pronunciation, factors affecting the learning of pronunciation. Then, the needs of learners and suggestions for teaching pronunciation will be reviewed. Pronunciation has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.
Teaching Pronunciation: The Lost Ring of the Chain
Majid Soltani Moghaddam,Morteza Nasiri,Alireza Zarea,Sajjad Sepehrinia
Journal of Language Teaching and Research , 2012, DOI: 10.4304/jltr.3.1.215-219
Abstract: Recent developments in the literature provide us with a better understanding of the importance of second language pronunciation teaching which has been intermittently downplayed for years. This study aims at describing and understanding the different approaches to teaching pronunciation. It first gives an account of different views on pronunciation and its teachability. Then segmental and suprasegmental features and their place in language teaching programs are brought to notice. Since achieving settlement in whether teachers should set native-like accent or a fluent but accented style of speaking as the target in the pronunciation teaching programs has remained a thorny issue, a discussion of the related lines of arguments is presented. Finally, the future directions and consequent problems are discussed in the light of findings.
Perceptions of the Seriousness of Mispronunciations of English Speech Sounds
Moedjito,ITO Harumi
TEFLIN Journal , 2008,
Abstract: The present study attempts to investigate Indonesian EFL teachers' and native English speakers' perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondents' perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learners' native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachers' tendency to overestimate the seriousness of their learners' pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.
Combined Acoustic and Pronunciation Modelling for Non-Native Speech Recognition  [PDF]
Ghazi Bouselmi,Dominique Fohr,Irina Illina
Computer Science , 2007,
Abstract: In this paper, we present several adaptation methods for non-native speech recognition. We have tested pronunciation modelling, MLLR and MAP non-native pronunciation adaptation and HMM models retraining on the HIWIRE foreign accented English speech database. The ``phonetic confusion'' scheme we have developed consists in associating to each spoken phone several sequences of confused phones. In our experiments, we have used different combinations of acoustic models representing the canonical and the foreign pronunciations: spoken and native models, models adapted to the non-native accent with MAP and MLLR. The joint use of pronunciation modelling and acoustic adaptation led to further improvements in recognition accuracy. The best combination of the above mentioned techniques resulted in a relative word error reduction ranging from 46% to 71%.
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