Preliminaries to Teaching Pronunciation

Avery, Peter; Ehrlich, Susan

doi:10.4324/9780429490392-24

Cited by 21 publications

(32 citation statements)

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“…And according to Yates (2002 as cited in Pourhosein Gilakjani, 2016), pronunciation is the production of sounds that is used for making meaning. Avery & Ehrlich (1987) pointed out that the sound system of the native language can influence the student's pronunciation of English in different ways, mainly when a learner encounters sounds in English that are not part of the sound system of the learner's native language. We should know that native-like pronunciation may be an ideal goal only for some learners and not for all.…”

Section: Literature Review 31 English Pronunciationmentioning

confidence: 99%

“…Some early studies referred to the process of learning one's first or native language as first language. According to Avery and Ehrlich (1987), learners who speak different languages speak a target language in different ways. The way they speak the target language is sometimes slightly different and sometimes highly different from that of native speakers.…”

Section: Native Languagementioning

confidence: 99%

“…Additionally, the results of the research, found that the factors causing mispronunciation were the first language interference factor. According to Avery & Ehrlich (1987), indicated that the sound system of the native language can influence the English pronunciation of students in different ways, which makes the students not interested to pronounce due to difficulty.…”

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confidence: 99%

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An Investigation of Factors Causing English Mispronunciation of Students in English for International Communication

Tabula

Suwanaroa

Polerk

2020

IJLLT

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English has been recognized as a lingua franca in different aspects of communication such as international business, academic context, science and technology. Despite the constant efforts of developing English education in Thailand, studies have shown that the achievement of Thai students was still unsatisfactory. Additionally, previous studies revealed Thai EFL learners faced a number of difficulties in pronunciation and speaking. The purposes of this study were to investigate the levels of the factors and the most and least factors causing in English mispronunciation of 2nd and 3rd year students in EIC at RMUTL Tak campus. Fifty-one students were purposively selected from EIC of 2nd and 3rd year in 2019. The research instrument included questionnaire and adopted Likert scale for data analysis. The results found that 2nd and 3rd year students in English for International Communication (EIC) Program evaluated the factor causing in English mispronunciation found that 1) the first language interference factor have the highest mean value 2) phonetic ability factor 3) experience in studying English factor and 4) motivation factor have the lowest mean value.

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Section: Literature Review 31 English Pronunciationmentioning

confidence: 99%

Section: Native Languagementioning

confidence: 99%

mentioning

confidence: 99%

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An Investigation of Factors Causing English Mispronunciation of Students in English for International Communication

Tabula

Suwanaroa

Polerk

2020

IJLLT

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“…The stress on phonemes, words or phrases is different in the mother tongue from the target language, [5]…”

Section: Introductionmentioning

confidence: 99%

“…Particularly in the field of teaching Turkish as a foreign language, there is a paucity of research on the development of pronunciation skills and almost no pronunciation activities are included in the textbooks used in Turkish teaching centers. This shows that there is a need for applied studies in the field [3,4,5].…”

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confidence: 99%

The Effect of Computer Aided Education on the Skill of Word Stressing in Teaching Turkish as a Foreign Language

Sariman¹,

Çetin²

2018

ujer

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The purpose of the study is to investigate the effect of computer aided education on the skill of word stressing in teaching Turkish as a foreign language. Single group pre-test and post-test experimental design was used in the study. The group of the study consisted of 23 foreign students in Muğla Sıtkı Koçman University School of Foreign Languages Turkish Preparatory Program in 2014-2015 academic year. To improve the skill of word stressing, computer-assisted prosody training was applied to the students for 5 weeks. Data of the study was obtained from the "Word Stressing Measurement Tool" and the audio recordings of the students. In addition to these, words and compound words in the "Word Stressing Measurement Tool" were grouped according to the rules of Turkish word stress. The audio recordings taken from the students to determine the level of students' success in word stressing was examined and assessed in terms of fundamental frequency on Praat 3.8.47 speech analysis program. These results were analyzed using paired samples t-test on SPSS 20.0 statistical package software. Whether there is a significant difference between the pre-test and post-test scores of the students in the groups of the words and compound words in the "Word Stressing Measurement Tool" formed in terms of the rules of Turkish word stress and in the groups of the participants formed according to their mother tongue or the official language spoken in their countries were found out. As a result of the research, it was found that there was a significant increase in the participants' success of word stressing. These results indicated that computer aided word stress training has an effect on improving the skill of word stressing in teaching Turkish as a foreign language.

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Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

Hirschi,

Kang

2024

TESOL Quarterly

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Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

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Preliminaries to Teaching Pronunciation

Cited by 21 publications

References 0 publications

An Investigation of Factors Causing English Mispronunciation of Students in English for International Communication

An Investigation of Factors Causing English Mispronunciation of Students in English for International Communication

The Effect of Computer Aided Education on the Skill of Word Stressing in Teaching Turkish as a Foreign Language

Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

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