The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

Algethami, Ghazi

doi:10.1515/rela-2017-0001

Cited by 5 publications

(5 citation statements)

References 27 publications

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“…In the formal education setting, students are often exposed to instructors with a variety of accents and linguistic backgrounds, ranging from native speakers to non-native speakers of different proficiency levels. This diversity in accent and teaching approach, as previous research suggests, can significantly influence the learning process (Algethami 2017). Studies have shown that exposure to diverse accents can enhance students' listening skills and linguistic flexibility, preparing them for real-world language use (Burke et al 2018;Sumner 2009).…”

Section: Discussionmentioning

confidence: 97%

Discrimination of Degrees of Foreign Accent across Different Speakers

Pérez-Ramón

2024

Languages

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Second-language learners often encounter communication challenges due to a foreign accent (FA) in their speech, influenced by their native language (L1). This FA can affect rhythm, intonation, stress, and the segmental domain, which consists of individual language sounds. This study looks into the segmental FA aspect, exploring listeners’ perceptions when Spanish interacts with English. Utilizing the SIAEW corpus, which replaces segments of English words with anticipated Spanish-accented realizations, we assess the ability of non-native listeners to discriminate degrees of accent across male and female voices. This research aims to determine the impact of voice consistency on detecting accentedness variations, studying participants from Japanese and Spanish. Results show that, while listeners are generally able to discriminate degrees of foreign accent across speakers, some segmental transformations convey a more clear distinction depending on the phonological representations of the native and accented realisations on the listener’s system. Another finding is that listeners tend to better discriminate degrees of accent when words are more native-like sounding.

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Section: Discussionmentioning

confidence: 97%

Discrimination of Degrees of Foreign Accent across Different Speakers

Pérez-Ramón

2024

Languages

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“…The comparison of results of four different groups taking part in the experiment sessions indicates that both aspects, socially constructed metalanguage, as well as critical listening, have an immediate effect on the students' performance and the initial signs of learning indicate that this approach can be an effective strategy for pronunciation instruction. However, explicit instruction did not provide any significant differences in pronunciation before or after the course in the study by Algethami (2017). Derwing et al (2007) compared two adult immigrant groups of non-native English learners comparable in education level and language proficiency but differing in mother tongue who attended a language course that concentrated on grammar and receptive communication skills.…”

Section: Pronunciation Classroom Practicesmentioning

confidence: 95%

Current Issues in Pronunciation Teaching to Non-Native Learners of English

Vancova

2019

Journal of Language and Cultural Education

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Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom. The contribution presents partial results of the research project KEGA 001TTU-4/2019.

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“…Further, relative to other language skills, English pronunciation teaching in Saudi context has not been a frequently researched topic. Most of the few studies conducted on teaching pronunciation in Saudi context concentrated on the analysis of pronunciation errors produced by Saudi learners (e.g., Ahmad & Muhiburrahman, 2013;Bintuki, 2008), pronunciation difficulties and problems faced by students (e.g., Hameed & Aslam, 2015), and the effect of pronunciation instruction on learners' speech production (Algethami, 2016;Algethami, 2017). Because of the lack of research on teachers' beliefs and practices regarding pronunciation teaching in Saudi Arabia, this study is an attempt to better understand teachers' beliefs about pronunciation teaching, how pronunciation is taught, and what pronunciation training teachers have in a Saudi EFL setting.…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Teachers’ Beliefs and Practices Regarding Pronunciation Teaching in a Saudi Setting

Journal¹,

Alsofyani²,

Algethami³

2017

Preprint

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Recent research has shown that explicit pronunciation teaching is effective in improving learners’ speech comprehensibility, and many studies have presented effective ways to teach pronunciation (Thomson & Derwing, 2014). However, it is still not yet known in many EFL (English as a foreign language) settings whether this finding has any effect on the current beliefs and practices of English language teachers. The current study examines what EFL teachers in a Saudi EFL context believe about teaching pronunciation, how they teach pronunciation, and what pronunciation training they have. Fifty-five English language teachers at the English Language Center at Taif University in Saudi Arabia were asked to complete an online survey regarding pronunciation teaching. Their responses were subjected to quantitative descriptive analysis. The results revealed that the teachers highly valued pronunciation teaching, and most of them considered it as important as teaching other language skills. In addition, most of the teachers reported incorporating pronunciation teaching into their English classes. The unavailability of pronunciation materials and technological recourses forced the teachers to employ traditional strategies to teaching pronunciation. The findings also showed a lack of specific pronunciation training available to the teachers, though the teachers desired to have more training opportunities.

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The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

Cited by 5 publications

References 27 publications

Discrimination of Degrees of Foreign Accent across Different Speakers

Discrimination of Degrees of Foreign Accent across Different Speakers

Current Issues in Pronunciation Teaching to Non-Native Learners of English

Exploring EFL Teachers’ Beliefs and Practices Regarding Pronunciation Teaching in a Saudi Setting

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