The production of English monophthong vowels by Iranian EFL learners

Pillai, Stefanie; Delavari, Hilda

doi:10.1515/psicl-2012-0022

Cited by 7 publications

(7 citation statements)

References 28 publications

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“…Conversely, speakers of Farsi were frequently confused some British English vowels due to dissimilarities. Related argument is also stated by Pillai and Delavari (2012), they said that Iranian learners of English did not contrast the vowel differences between English and Iranian in term of quality.…”

Section: Introductionmentioning

confidence: 81%

Acoustic Measurement on Vowel Production of English as a Second Language by Indonesian Efl Learners

Widagsa

Putro

2017

ERJEE

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Abstract:Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.

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Section: Introductionmentioning

confidence: 81%

Acoustic Measurement on Vowel Production of English as a Second Language by Indonesian Efl Learners

Widagsa

Putro

2017

ERJEE

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“…This was done to ensure that the target vowel sounds were all produced in the same phonetic context (King, 2006;van Heuven et al, 2002). There were also supporting words next to each target word to help the students say the target words should they be confused about how to say them (Pillai & Delavari, 2012). Table 2 shows the target words that contained the target vowels for this research; these words were obtained from the work of Ladefoged and Johnson (2011) and the supporting words were taken from Pillai and Delavari (2012).…”

Section: Data Collectionmentioning

confidence: 99%

The Sounds of Indonesian English: Acoustic Phonetic Analysis of the Monophthong Vowels Across Genders

Yusuf,

Aziz,

Nurjannah

et al. 2024

TEFLIN

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This study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers.

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“…Various studies have been published about acoustic phonetics related to English vowels. In the scope of the Middle East, there are studies on Iranian English (Pillai & Delavari, 2012), Omani English (Hubais & Pillai, 2010), and others. Meanwhile, in the scope of Southeast Asia, among these studies are Malaysian English (Pillai, et al, 2010;Pillai, 2014), Singaporean English (Deterding, 2000(Deterding, , 2005, Bruneian English (Sharbawi, 2006), Thai English (Pillai & Salamae, 2013;Tsukada, 2008), Taiwanese English (Li, 2004), Philippine English (Pillai, Manueli & Dumanig, 2010), Indonesian English (Fata, Ikhwani, Fitrian, Ikhsan, Aulia, & Yusuf, 2017;Widagsa, 2015), and others.…”

Section: How Acoustic Phonetics Studies Can Help Teachers To Study Thmentioning

confidence: 99%

Non-Native English Teachers and Varieties of English: Ready, or Not?

Yusuf

2019

EJPP

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Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.

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The production of English monophthong vowels by Iranian EFL learners

Cited by 7 publications

References 28 publications

Acoustic Measurement on Vowel Production of English as a Second Language by Indonesian Efl Learners

Acoustic Measurement on Vowel Production of English as a Second Language by Indonesian Efl Learners

The Sounds of Indonesian English: Acoustic Phonetic Analysis of the Monophthong Vowels Across Genders

Non-Native English Teachers and Varieties of English: Ready, or Not?

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