English Pronunciation Teaching: Four Case Studies from Finland

Tergujeff, Elina

doi:10.4304/jltr.3.4.599-607

Cited by 49 publications

(43 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on the interviews in the present study, phonemic script is not very commonly used in pronunciation teaching. A similar de-emphasis was found in an earlier study, based on classroom observations of the teaching of Finnish EFL teachers (Tergujeff 2012a), and a retrospective learner survey in Lintunen (2004, 183-188). However, the participants of the present study often stated that even though their teaching did not at the moment make use of phonetic symbols, these had been used earlier in their education -typically already in primary school.…”

Section: Pronunciation Teaching Practicessupporting

confidence: 81%

See 1 more Smart Citation

Learner Perspective on English Pronunciation Teaching in an EFL Context

Tergujeff

2013

RiL

Self Cite

View full text Add to dashboard Cite

This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.

show abstract

Section: Pronunciation Teaching Practicessupporting

confidence: 81%

“…Fraser 2000, Gilbert 2010). Also, it adds a learner perspective to the series of studies in English pronunciation teaching in Finland conducted by the author (Tergujeff 2010(Tergujeff , 2012a(Tergujeff , 2012b.…”

Section: Introductionmentioning

confidence: 99%

Learner Perspective on English Pronunciation Teaching in an EFL Context

Tergujeff

2013

RiL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Her subjects had mixed reactions as they believed that phonetic symbols might be useful when checking words from a dictionary, but on the other hand, the knowledge of phonetic symbols might also negatively affect spelling. These views were also in accordance with those by teachers (Tergujeff, 2012). Phonetic notation is more actively used at university levels, but little is known about the opinions of advanced learners.…”

Section: Learner's Views Of Pronunciation Instruction and Phonetic Nosupporting

confidence: 84%

Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

Mompean

2015

RiL

View full text Add to dashboard Cite

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.

show abstract

“…A research on the English pronunciation teaching in Europe, according to Tergujeff (2012), has already been conducted collaboratively by researchers from ten countries. The investigation on this field was mainly focused to find out the topics related to teacher training, teaching materials and methods, assessment of pronunciation, status of pronunciation teaching, and the pronunciation model.…”

Section: Conclusion and Suggestionmentioning

confidence: 99%

The Typology of the First Year Students’ Pronunciations At FKIP-Universitas HKBP Nommensen Pematangsiantar On English Voiceless Plosive Consonants

Sinurat

Herman

2019

JELC

View full text Add to dashboard Cite

This article is regarded as a descriptive qualitative research dealing with the first year students’ skill in pronouncing the English voiceless plosive consonants. The subjects of the research are all considered homogenous consisting of 35 students who factually use Toba Batak language and Indonesian as their native languages. Based on the data analysis it was found out that those who had more phonological awareness could pronounce the English voiceless consonants better than those who had less. These speech sounds could be pronounced well when they particularly occurred either at medial or final position, but they were sometimes not properly pronounced or aspirated when they occurred in initial position and followed by stressed vowel. Phonetic errors or faulty pronunciations were more frequently done when these consonants occurred in initial position or uttered in connection with other words in a sentence.Keywords: English, pronunciation, typology, voiceless plosive consonant

show abstract

English Pronunciation Teaching: Four Case Studies from Finland

Cited by 49 publications

References 11 publications

Learner Perspective on English Pronunciation Teaching in an EFL Context

Learner Perspective on English Pronunciation Teaching in an EFL Context

Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

The Typology of the First Year Students’ Pronunciations At FKIP-Universitas HKBP Nommensen Pematangsiantar On English Voiceless Plosive Consonants

Contact Info

Product

Resources

About