Teaching Pronunciation: Revisited

Al-Azzawi, Mohamed Basil K.; Barany, Lazgin Kheder

doi:10.2139/ssrn.2843935

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Not for nothing has it been referred to as the "Cinderella" of foreign language teaching (Underhill, 2016). The teaching of pronunciation in foreign language courses is generally relegated to a secondary role if we compare it to other areas such as grammar and vocabulary (Al-Azzawi & Barany, 2015;Derwin & Munro, 2005;Foote, Trofimovich, Collins, & Urzúa, 2016;Koike, 2016;Pourhosein Gilakjani & Sabouri, 2016;Taylor, 1993;Véliz, 2011). Not to mention its limited coverage in course books and other teaching materials where generally, as stated by Thompson (1995), "A few old favorites tend to appear again and again".…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of the Instruction of the Intonation of English Implications to L1 Spanish Trainee Teachers

Olea

2019

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When it comes to Second and Foreign Language Teaching, the teaching of pronunciation has, for long, been neglected (Derwin & Munro, 2005) and it has not been given due attention in textbooks (Thompson, 1995). Additionally, studies tend to focus on only some intonation patterns such as wh-questions and yes-no questions, leaving other patterns which are as important unexplored. Thus, a research gap is generated. This study aims to narrow that gap by means of exploring the effectiveness of the teaching of intonation to Spanish-speaking trainee teachers at a Chilean university. The study focuses on a less familiar intonation pattern, that of utterances which express implied information, namely, implications. The study involved 9 participants (3 males, and 6 females) who were in the process of becoming English teachers and who were enrolled in an English phonetics course. All participants took a pre-test followed by a foursession intervention on the intonation of English implications and a post-test which involved the reading of 29 prompts. In order to compare pre-and posttest results, a Wilcoxon signed-ranked test was run. The results drawn from the non-parametric test revealed that the participants were able to perform English intonation for implications better after having received training (Mdn=22) than before the treatment (Mdn=11), Z=-2,668, p=0,008.

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Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of the Instruction of the Intonation of English Implications to L1 Spanish Trainee Teachers

Olea

2019

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“…However, it has been variously observed by researchers that writing and phonetics (pronunciation) should not be taught separately. Correct English grammar and phonetics (pronunciation) go hand-in-hand (Al-Azzawi & Barany, 2015). The main importance in this study is given to the nature of errors the students are liable to make in addition to the techniques used by teachers in the correction of those errors.…”

Section: Introductionmentioning

confidence: 99%

Teaching Writing to EFL Students through Error Analysis: A Cross-Sectional Study

Hussain

2024

Bulletin of The Faculty of Languages & Translation

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Errors identified in English Language include, among others, grammar, punctuation, and mis-ordering. While it is not possible to correct grammatical errors instantaneously while speaking, it is quite possible in writing. This study aimed to analyze the errors that occur in English Language writing using real-time examples, according to the dictates of a cross-sectional study. To achieve the objectives of the study, one study center was randomly selected from an English language teaching center, in Riyadh, Saudi Arabia. Ten students and two instructors were selected from the center who participated in the study. The instructors graded and picked out errors from essays written by the students. The author also vetted the essays. Conclusively, the author noted the following errors in English Language committed by students: punctuation errors, grammatical errors, misuse, or omission of the verb 'to be', verb conjugation and article errors. Students were unable to organize the paragraphs in their essays properly. To correct the errors mentioned above, and to write grammatically flawless English, it was suggested that content should be adjusted to encompass error analysis. This includes more lessons on the use of articles, verb conjugation, general grammar, and punctuation; and structuring and presenting of appropriate information without disordering.

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“…Pronunciation is an aspect that supports the ability to speak English requires good language pronunciation to communicate clearly can understand, because when any kind of pronunciation changes its meaning, it actually confuse the other party (Yates et al, 2008;Perwira, 2011;Rosenthal, 2011;Mulatsih, 2015;Ma'lah, 2016;Purwanto, 2021;Syamsinar et al, 2020). Most students find it difficult due to lack, of habit and English, so pronounce the sentence in English the right media (Kelly, 2006;Al-Azzawi et al, 2016;O'Brien et al, 2018;. Based on the author's experience, primary learners get difficulties to speak English because they have lot of words and they do not know the way to pronounce it.…”

Section: Introductionmentioning

confidence: 99%

Increasing Students’ Pronunciation Mastery Through Spelling Words Strategy

Rista Respita,

Suharti Siradjuddin,

Sukmawati

2022

IJOLEH

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This study aimed to improve students’ mastery of pronunciation through words spelling strategies in the fourth grade of SD Inpres Mappu in Mamuju. This research was a classroom action research (CAR) conducted in two cycles, namely, cycle one and cycle 2. Each cycle was carried out four times. There are four steps in this research; planning, action, observation, and reflection. The data in this study used quantitative (test) as the primary data and qualitative (field notes, recording, and documentation) as supporting data. The subjects in this study were 15 students in grade IV SD Inpres Mappu in Mamuju. The results showed that the use of the Words Spelling Strategy succeeded in improving the pronunciation master of the fourth-grade students of SD Inpres Mappu. It can be seen from the increased percentage of student learning outcomes from cycle I to cycle II, with an average value of 83.6. Therefore, it can be conducted that using the Words Spelling Strategy can improve student learning outcomes in mastering pronunciation.

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Teaching Pronunciation: Revisited

Cited by 4 publications

References 14 publications

The Effectiveness of the Instruction of the Intonation of English Implications to L1 Spanish Trainee Teachers

The Effectiveness of the Instruction of the Intonation of English Implications to L1 Spanish Trainee Teachers

Teaching Writing to EFL Students through Error Analysis: A Cross-Sectional Study

Increasing Students’ Pronunciation Mastery Through Spelling Words Strategy

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