Teaching English Pronunciation of Suprasegmental Features on Students of English Education

Ahmad, Yousef Bani

doi:10.1051/shsconf/20184200048

Cited by 9 publications

(8 citation statements)

References 3 publications

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“…Para diversos investigadores (Ahmad, 2018;Dong & Fang-peng, 2010;Rezaei & Manzari, 2016;Rabab'ah, 2016), las estrategias comunicativas se constituyen en mecanismos que contribuyen al desarrollo de la competencia comunicativa. Se configuran como un medio que contribuye a solucionar una dificultad desde el rol de emisor y receptor, causada por las deficiencias lingüísticas.…”

Section: Discussionunclassified

Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios

Larenas

Paniagua

2020

Rev. Complut. Educ

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Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, no-verbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias.

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Section: Discussionunclassified

Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios

Larenas

Paniagua

2020

Rev. Complut. Educ

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“…Accordingly, if lexical stress is taught systematically and effectively along with other phonological features, it would lead to intelligible speech. Ahmad (2018) underlines the importance and effectiveness of explicit instruction to achieve success in correct application of stress and intonation. As Demirezen (2010a;2010b;2012a) stated, there should be an emphasis on lexical stress in teaching programs at ELT departments.…”

Section: Discussionmentioning

confidence: 99%

Türkçede Bulunan Hint-Avrupa Dil Ailesine Ait Kelimelerin İngilizce Konuşan Türkler Tarafından İngilizce Telaffuzunda Sözcük Vurgusu Analizi

Evis¹,

Kılıç²

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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This study investigated lexical stress placement in English pronunciation of Indo-European words loaned to Turkish by Turkish speakers of English. We aimed to increase awareness of prosodic features since misusage of primary stress causes breakdowns in communication. The sample consists of 20 students in the ELT Department of a public university in Turkey and 10 native English speakers. The nonnative speakers were divided into two groups for the purpose of observing the effect of treatment on lexical stress patterns of English. The participants were asked to read 30 tokens in isolation and in sentences while their speech were being recorded. The audio files were analyzed through Praat to determine where the participants placed primary stress. The accuracy of primary stress placement for each word was determined according to IPA transcriptions. The findings of the study revealed that there is a statistically significant difference in the accuracy of primary stress placement between native speakers and Turkish speakers of English. Negative L1 transfer was detected in the placement of lexical stress in the recordings of Turkish participants. The results showed that the participants receiving the treatment made significant progress. Furthermore, no statistically significant difference was found between isolated and in-sentence utterances. The findings of this study can serve as a tool for language teachers to create materials and effective resources that eliminate these difficulties for NNSs at any level of language education.

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“…As a result, EFL learners have language acquisition error what is so called fossilization. Therefore, pronunciation is very important to be learned so as not to experience the wrong meaning in English conversation (7).…”

Section: Introductionmentioning

confidence: 99%

Fossilization Analysis on Segmental and Suprasegmental Features of EFL Learners (Javanese-English): A Comparative Study

Ardini

Sunarya

Priyolistiyanto

et al. 2022

KSS

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EFL learners ( Javanese-English) have the same background in that their mother tongue is Javanese. Although students of the English Education Study Program (hereafter PBI) have experienced English learning for years, their pronunciation remains suboptimal. The aims of the study were to compare the fossilization of the students majoring English Education Study Program and Javanese Education Study Program (hereafter PBSD) in Universitas PGRI Semarang, focusing on segmental and suprasegmental features and to describe their perception of fossilization. Descriptive qualitative methods were employed with percentages to show the comparison clearly. The data from 57 respondents were collected using a test of pronouncing academic vocabulary and a questionnaire. The vowels, diphthongs, and consonants were categorized as Segmental Features data, while the pitch and intensity of typical suprasegmental features were detected through a voice spectrogram software named PRAAT. The results showed that PBSD students have higher fossilization than PBI with the percentage of vowels (73.88% > 46.86%), diphthongs (73.71% > 42.55%), and consonants (87.86% > 39.87%). Meanwhile, EFL learners have typical segmental features in pitch and intensity, which are different from native speakers. The pitch of native speakers was 201.5 Hz, while PBI’s was 208.5 Hz and PBSD’s was 220.3 Hz. The results showed that the native speaker’s intensity obtained 74,35714286, while PBI’s was 66,35714286, and PBSD’s was 66,71428571. The results also showed that PBSD students had more difficulty with pronunciation. Therefore, it can be concluded that PBSD has a higher level of fossilization compared to PBI on segmental and suprasegmental features, even though they got the same mother tongue background since PBI students have been learning English for years and they have already familiar with the words. The findings of the current study will be proceeded by the researchers to design a concept of Javanese fossilization. Keywords: fossilization; segmental; suprasegmental; EFL; Javanese-English

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Teaching English Pronunciation of Suprasegmental Features on Students of English Education

Cited by 9 publications

References 3 publications

Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios

Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios

Türkçede Bulunan Hint-Avrupa Dil Ailesine Ait Kelimelerin İngilizce Konuşan Türkler Tarafından İngilizce Telaffuzunda Sözcük Vurgusu Analizi

Fossilization Analysis on Segmental and Suprasegmental Features of EFL Learners (Javanese-English): A Comparative Study

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