Towards Better Teaching of Pronunciation: Review of Literature in the Area

Seyedabadi, Samaneh; Fatemi, Azar Hosseini; Pishghadam, Reza

doi:10.5901/mjss.2015.v6n4s1p76

Cited by 13 publications

(20 citation statements)

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“…Seyedabadi, Fatemi and Pishghadam () reviewed the literature on teaching pronunciation and highlighted the importance and knock‐on effects of pronunciation in learning the English language. Lear, Carey and Couper () stressed the importance and complexity of learning correct pronunciation and reported that poor pronunciation can mask other language skills.…”

Section: Learning the English Language Using Mobile Devicesmentioning

confidence: 99%

“…The authors elaborate how the mobile English pronunciation application is developed using a research and development method. Seyedabadi, Fatemi and Pishghadam (2015) reviewed the literature on teaching pronunciation and highlighted the importance and knock-on effects of pronunciation in learning the English…”

Section: What This Paper Addsmentioning

confidence: 99%

“…But it is interesting that pronunciation is generally neglected in the process of language learning in favor of reading and writing (Setter, 2008). However, researches have also indicated in the literature that pronunciation plays a central role in speech intelligibility (Derwing & Munro, 2005;Seyedabadi, Fatemi & Pishghadam, 2015). As a result of this, more studies should be done on teaching the correct pronunciation (Foote, Holtby & Derwing, 2011;Munro & Derwing, 2015).…”

Section: What This Paper Addsmentioning

confidence: 99%

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Learning English using children's stories in mobile devices

Çavuş¹,

İbrahim²

2016

Brit J Educational Tech

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The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre‐Test and a Post‐Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful.

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Section: Learning the English Language Using Mobile Devicesmentioning

confidence: 99%

Section: What This Paper Addsmentioning

confidence: 99%

Section: What This Paper Addsmentioning

confidence: 99%

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Learning English using children's stories in mobile devices

Çavuş¹,

İbrahim²

2016

Brit J Educational Tech

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“…Based on Sayedabadi, Fatemi, and Pishghadam, being able to notice similarities and differences in the sounds and rhythm of words, students can understand the similarities and differences which are represented by the hornbook [41].…”

Section: Difficulties In Learning the English Language Faced By Both Eled And Non-eled Studentsmentioning

confidence: 99%

Difficulties and Strategies in Learning English: An Analysis of Students From English and Non-English Education Department in Indonesia

Suryanto¹,

Sari²

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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Two different contextual backgrounds may yield other influences. This research aimed to examine the difficulties of the English Language Education Department (ELED) students and non-English Language Education Department (non-ELED) in learning English language and their strategies to cope with their difficulties. This research utilized a qualitative approach and employed interviews as a means to gather data. In this research, the researcher involved 6 participants 3 from ELED and non-ELED, respectively. Both ELED and Non-ELED Students shared common problems in learning English related to the issues of vocabulary shortage, grammar difficulties, pronunciation problems, low speaking and listening skills. The noticeable difference was seen on the difficulty in developing ideas that is only faced by ELED students while difficult in all aspects of writing skills faced by non-ELED students. The strategies implemented by both ELED and non-ELED students included jotting down the unknown words, learning English using Google, learning English through social media, reading journals, using subtitles, watching movies that use English as a medium of communication, listening to English movies, singing English songs, joining English courses, making imitation, and practising their English writing and speaking skills. The strategies to deal with the difficulties that were implemented by ELED students were reading online comic, memorizing vocabulary, reading English article or essays, listening to podcast, telling a story using English language, increasing confidence, and memorizing form of verbs. Meanwhile, the strategies that just implemented by non-ELED students are joining English activity programs, doing English exercises, getting used to the English language, and using the correct English language.

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“…In second language (L2) learning, learners who have pronunciation problems are less likely to be properly understood in oral communication irrespective of their excellent grammar and vocabulary ( Celce-Murcia et al, 2010 ; Thomson and Derwing, 2014 ). Moreover, pronunciation enhances learners’ ability to decode spoken English more efficiently ( Adams-Goertel, 2013 ; Seyedabadi et al, 2015 ), and research has shown that pronunciation instruction improves listening skills ( Ahangari et al, 2015 ; Kissling, 2018 ). In this respect, good pronunciation provides grounds for L2 learners’ subsequent development of oral skills.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

et al. 2021

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Recent studies have sought to describe and understand English as a second/foreign language (ESL/EFL) teachers’ pronunciation teaching practices in different contexts, but much less research has examined how teachers and learners perceive pronunciation instruction at tertiary level, especially in EFL settings. The qualitative study reported in this paper extends this line of research by investigating the beliefs of teachers and learners with regard to pronunciation instruction in tertiary EFL education in Vietnam. Data were collected from individual semi-structured interviews with six EFL teachers and focus group interviews with 24 students (four students per group) at a Vietnamese university. The study adopted a content-based approach to qualitative data analysis. The findings show that both the teachers and students considered pronunciation instruction an important component in tertiary EFL programs, which deserves explicit and systematic delivery. The findings suggest that both groups of participants believed communicative pronunciation teaching to have the potential to improve learners’ pronunciation and facilitate their general communicative purposes. The study has implications for language curriculum design and L2 pronunciation teaching and learning.

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Towards Better Teaching of Pronunciation: Review of Literature in the Area

Cited by 13 publications

References 30 publications

Learning English using children's stories in mobile devices

Learning English using children's stories in mobile devices

Difficulties and Strategies in Learning English: An Analysis of Students From English and Non-English Education Department in Indonesia

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

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