Understanding L2 Speech Production : Implications for Teaching Speaking in EFL Classroom

Lee, On-Soon; Park, Jeongyeon

doi:10.18823/asiatefl.2020.17.3.4.808

Cited by 3 publications

(3 citation statements)

References 41 publications

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“…However, learn to speak English is hard for Indonesian students (Safei & Atikah, 2020), so it affects their lack of motivation in learning. Improving students" motivation and skill relies much on the course's curriculum design (Lee & Park, 2020). This also means that the course's method, strategy, and instructional goal determine students" willingness to learn English.…”

Section: Introductionmentioning

confidence: 99%

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Pratiwi¹,

Zulkarnain²,

Utomo³

2021

RILL

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Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context

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Section: Introductionmentioning

confidence: 99%

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Pratiwi¹,

Zulkarnain²,

Utomo³

2021

RILL

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“…She adds that students can achieve a positive outcome in speaking English if teachers create a classroom environment that is conducive to learn spoken English based on the indispensable guidance of the CEFR. Similarly, Lee and Park (2020) asserted that it is highly recommended to incorporate listening and speaking skills as much as possible in the classroom because listening ability has proven to be an excellent indicator of verbal competence. Therefore, students achieve impressive results in their speaking proficiency and genuine listening practise through an encouraging classroom atmosphere.…”

Section: Encouraging Student Learning Outcomementioning

confidence: 99%

The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review

Sahib¹,

Stapa²

2021

IJARBSS

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Since its inception in 2001, the Common European Framework of Reference for Languages (CEFR) has been employed worldwide as an international standard for teaching and learning languages. The framework was established to provide a mutual basis for language proficiency comprising language curriculum, reference materials, and assessments adopted globally. Despite gaining fame in the contemporary teaching and learning arena, the depth of the various dimensions of its impact on language classroom pedagogy at the school level is yet to be explored. Thus, this systematic review is aimed to investigate the implementation of CEFR in schools and its impact on language education. The review methodology involved the identification of the relevant literature, the filtering of articles, and the evaluation of the quality of the articles based on pre-determined criteria. The analysis revealed that teachers and students perceive the CEFR positively. The framework had positive impacts on the students' learning process but had more adverse effects on the teachers. The review identified major themes such as the dynamics of teaching and learning of the language, teachers' understanding and reception, students' achievements of learning outcomes, the efficacy of classroom assessments and teachers' professional development which are critically discussed.

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“…Vowels pose extraordinary perceptual and articulatory difficulties for ESL/EFL learners of English. Hence, studies on the pronunciation of these vowels with reference to various ESL and EFL learners have become a necessity (Brown, 1988(Brown, , 1995Munro & Derwing, 2008, Oh, 2019Lee & Park, 2020;Klimova & Pikhart, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Pronunciation of English Low Vowels by Iraqi EFL Learners: An Intralingual Analysis

Abdely

2021

gema

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Iraqi EFL learners of English are reported to show accented pronunciation on the segmental level, which might affect their speech intelligibility. This study aimed to identify problems encountered by Iraqi EFL learners in the production of English low vowels and account for them from an intralingual perspective. The study also aimed to identify the effect of Iraqis' English language proficiency level on their pronunciation of English low vowels. Thus, learners were divided into beginners and advanced groups to determine differences between them based on their proficiency level in English. A production test was conducted to identify error patterns of twenty Iraqi EFL learners in producing low vowels. Learners’ recordings were acoustically analysed to validate the difficulties identified via the production test. Independent-samples t-tests were conducted to identify any significant differences in performance for the two groups. The results showed that learners encountered problems in the production of low vowels, especially /ɒ/, /æ/ and /ʌ/. The study concluded that these problems are probably ascribed to the complexities of the L2 vowel space, where vowels are close to each other and thus difficult to produce. Significant differences were identified between the two groups in terms of error means. Nonetheless, the comparison between the vowel chart obtained in this study and the charts offered in previous studies revealed that Iraqi EFL learners are still far from attaining approximant pronunciation. This requires reconsidering current texts, methodologies, and techniques used in teaching English pronunciation to allocate more attention to spectral differences among vowels. Keywords Low vowels production; Iraqi EFL learners; intralingual analysis; error patterns; acoustic analysis

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Understanding L2 Speech Production : Implications for Teaching Speaking in EFL Classroom

Cited by 3 publications

References 41 publications

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review

The Pronunciation of English Low Vowels by Iraqi EFL Learners: An Intralingual Analysis

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