Phonetic Symbols in Contemporary Pronunciation Instruction

Mompean, Jose A.; Fouz-González, Jonás

doi:10.1177/0033688220943431

Cited by 26 publications

(22 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In line with the prior literature (Atkielski 2005;Lintunen 2005;Marshall 2020;Mompean 2005;Sordelli et al 2022;Trinh et al 2022), phonemic transcription in the IPA was regarded as a diagnostic means of error identification as far as the participants' /z/-related mistakes were concerned. In light of the methodological approach adopted by Lintunen (2005), Mompean (2017), and Mompean and Fouz-González (2021), /z/-related mistakes made by the participants in the phonemic transcriptions were assumed to be indicative of the lack of awareness of /z/ and, consequently, its correct use in their speech production in English.…”

Section: Methodology and Proceduresmentioning

confidence: 99%

The English Fricative Consonant /z/ as a Challenge to Norwegian L1 EFL Learners: An Error Analysis of Phonemic Transcriptions

Капранов

2022

PET

View full text Add to dashboard Cite

English fricatives, such as /z/, are thought to pose substantial challenges to the students of English as a Foreign Language (EFL) whose first languages (L1s) are characterised by phonetic repertoires that are dissimilar to that of English as far as fricatives are concerned (Kallio et al. 2021;Kanokpermpoon 2007). The absence of the fricative /z/ in the phonetic inventory of Norwegian is reported to impact negatively on the Norwegian L1 EFL learners' speech production in English (Rugesaeter 2014). The study that is further presented in the article aims to analyse potential challenges associated with the English fricative consonant /z/ experienced by a group of Norwegian L1 EFL students (hereafter "participants") on the B2 level of proficiency in English according to the Common European Framework of Reference for Languages (The Council of Europe 2011). To that end, the participants were requested to execute a series of phonemic transcriptions in the International Phonetic Alphabet (IPA): one transcription at the end of the autumn semester (Task 1) and another one at the end of the spring semester (Task 2). The phonemic transcriptions in the study were regarded as a diagnostic tool (Fouz-González, Mompean 2021; Lintunen 2005) that provided an index of the participants' familiarity with /z/ and, indirectly, reflected their use of /z/. The error analysis of the participants' transcriptions revealed that the majority of them made mistakes by substituting /z/ for /s/. Considering that the substitution of /z/ for /s/ was common in Task 1 and persisted in Task 2, it was concluded that the participants, who were on the upper-intermediate level of English proficiency, found /z/ challenging. The linguo-didactic implications of the findings are discussed in the article.

show abstract

Section: Methodology and Proceduresmentioning

confidence: 99%

The English Fricative Consonant /z/ as a Challenge to Norwegian L1 EFL Learners: An Error Analysis of Phonemic Transcriptions

Капранов

2022

PET

View full text Add to dashboard Cite

show abstract

“…Accordingly, the benefit of using social media in an educational setting is the possibility of enabling learners to “exchang[e] their language skills and shar[e] their language knowledge by participating in such authentic learning platforms” (Nikbakht & Boshrabadi, 2015, p. 1636). Many L2 studies have integrated social media into their instruction by observing the beneficial potential of social media for language learning (Dizon, 2016; Jin, 2015; Mompean & Fouz‐González, 2016; Nikbakht & Boshrabadi, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…L2 researchers have documented the effects of social media on learners' vocabulary learning (Nikbakht & Boshrabadi, 2015), intercultural learning (Jin, 2015), speaking skills (Sun et al, 2017; Sun & Yang, 2015), pronunciation (Mompean & Fouz‐González, 2016) and writing skills (Dizon, 2016). In particular, social media‐integrated language learning holds considerable promise for the oral proficiency of EFL learners who experience speaking anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

Jin

2023

Brit J Educational Tech

View full text Add to dashboard Cite

This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills. Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners. Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety. What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC. The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts. Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency: The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches. The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills. EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency. When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy. EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency.

show abstract

“…Some researchers have looked into the potential of technology in language learning in the context of Indonesia. Those studies looked at various aspects of language learning, such as teaching writing skills via Edmodo (Purnawarman et al, 2016), Facebook (Rodliyah, 2016), Twitter for EFL Pronunciation (Mompean, 2016), andBlog (Sari, 2014), teaching grammar via Facebook (Sumakul, 2014), and Teaching English Using Telegram Application (Putra, 2021). In addition, some other studies discussed the possibility of using technology to teach content courses (Lie, 2013), as an alternative in language teaching (Mali, 2016), and Teachers' Consideration in Technology-Integrated Lesson Design (Dewi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring pedagogical potentials of technology: professional development for English teachers of vocational higher education

Puspandari¹

2023

JASL

View full text Add to dashboard Cite

The education transformation from teacher centred to student centred learning has inspired most of educator to be more selective and creative to develop the way they handle their teaching learning process. It is supported with the condition that all education must be held online due to the pandemic situation. The teachers ability in utilizing technology for their teaching learning process needs to be developed. This study aims at investigating the teachers readiness in exploring the potential of technology in form of professional development. Modifying action research in mixed method are used as methodology in this research. Data were obtained through a focus group discussion and workshop which was followed by a semi structured interview. Findings for this study have enhanced the understanding of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analysing learners, planning instructional activities, and choosing the technology tools. However, teachers must be triggered by cognitive prompts in order to support them in making decisions about learning objectives, activity stages, and technology tools to integrate.

show abstract

Phonetic Symbols in Contemporary Pronunciation Instruction

Cited by 26 publications

References 26 publications

The English Fricative Consonant /z/ as a Challenge to Norwegian L1 EFL Learners: An Error Analysis of Phonemic Transcriptions

The English Fricative Consonant /z/ as a Challenge to Norwegian L1 EFL Learners: An Error Analysis of Phonemic Transcriptions

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

Exploring pedagogical potentials of technology: professional development for English teachers of vocational higher education

Contact Info

Product

Resources

About