Related Papers
HAL (Le Centre pour la Communication Scientifique Directe)
Introduction: Extending the reach of English pronunciation issues and practices
2022 •
Alice Henderson
Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference
John Levis
27 papers from the 2012 conference (held in Vancouver, British Columbia)
The use of MRI and ultrasound technology in teaching about Spanish (and general) phonetics and pronunciation
D. Eric Holt
To teach pronunciation, it is useful for students to learn about articulatory phonetics, and to practice manipulating features of consonants and vowels. While diagrams are often presented to achieve this, these are static, and it is helpful to visualize movements of articulators via useful companions such as websites that involve functional MRI and ultrasound technology. One limitation of these is that they only present someone else’s production. While fMRI is not currently a practical tool for classroom use, ultrasound technology may aid the student during the production of many potentially problematic speech sounds. In this teaching tip, an overview of online fMRI and ultrasound tools is given, with indications of their practical application.
PROCEEDINGS OF THE 9 TH ANNUAL PRONUNCIATION IN SECOND LANGUAGE LEARNING AND TEACHING CONFERENCE PROCEEDINGS OF THE PRONUNCIATION IN SECOND LANGUAGE LEARNING AND TEACHING CONFERENCE
John Levis
These papers are the proceedings of the 9th Pronunciation in Second Language Learning and Teaching Conference, held in September 2017 at the University of Utah, Salt Lake City, Utah.
Pronunciation in Second Language Learning and Teaching 2012 Welcome to the Psllt 4th Annual Conference Contents
2012 •
Ron Thomson
s are listed alphabetically by the last name of the first presenter/organiser. Ann Aly Bailey, Anel Brandl (Florida State University) Pronunciation instruction in the beginning Spanish classroom: A perceptual study Poster Session A, Friday 12:15–2:00 There is currently no consensus about the types of pronunciation instruction that are beneficial for beginning learners of Spanish. Trofimovich and Gatbonton (2006), and Hurtado and Estrada (2010) found that focus on form and meaning activities had better results in the production of intermediate learners than beginning learners. Hurtado and Estrada (2010), and Arteaga (2000) both suggest that perceptual training could be helpful for beginners, under the assumption of Major (2001), accurate perception must develop before accurate Reem Alsadoon (Simon Fraser University) Perception and Production of English Vowels by Arabic Speakers: Synthesis of the Problems and Implications
Effects of an Arabic Accent on Efl Learners' Productive Intelligibility
2020 •
Ahmad Nazari
This study aimed at investigating the effects of a foreign accent, namely the Iraqi Arabic accent, at the segmental level on the productive intelligibility of Iraqi EFL learners. Drawing on an intelligibility pronunciation principle, i.e. Gimson’s (2001) Minimum General Intelligibility (MGI), the study applied a mixed-methods research approach to measure the extent to which features of this accent impede the productive intelligibility of these learners and to identify the communication strategies they use to overcome intelligibility failures. To achieve these aims, two data collection tools were used: a production intelligibility test and a speaking task. Although the overall quantitative findings revealed that Iraqi EFL learners’ foreign-accented English was intelligible at the segmental level, most intelligibility failures were ascribed to the mispronunciation of non-existent English phonemes. The qualitative aspect of the study aimed at identifying the communication strategies Ir...
ASR as a tool for providing feedback for vowel pronunciation practice
2019 •
Agata Guskaroska
The purpose of the study is to examine the usefulness of mobile-assisted ASR dictation systems (Gboard, Siri or voice dictation on smartphones) for vowel pronunciation practice by looking at three aspects of its usefulness: pronunciation improvement by using ASR, accuracy of recognition, and the learners’ attitudes towards using this system. A list of 30 words containing minimal pairs of four contrasts /i/, /ɪ/; /æ/, /ɛ/; /u/, /ʊ/; /ɑ/, /ʌ/ and some distractors were given to 21 Macedonian EFL learners, divided into two groups, an experimental (n=11) and a control group (n=10). A mixed methods approach was used in this study. The quantitative part of the study included pretest and post-test recordings which were transcribed by 10 native listeners to measure their accuracy gains, as well as a comparison between ASR written output of native speakers and that of non-native speakers, and another comparison between ASR written output of non-native speakers and human judgments. The qualita...
Advanced English learners benefit from explicit pronunciation teaching: an experiment with vowel duration and quality
2014 •
Pekka Lintunen
Pronunciation skills are a key feature in overall oral communication skills. Without adequate pronunciation skills language learners might be misunderstood in communicative situations. This cross-sectional study focused on learning vowel duration and quality in L2 English. The subjects were advanced Finnish learners of English, whose production was compared to a native group before and after teaching. Our results suggest that explicit pronunciation teaching made the subjects’ pronunciation of L2 vowel qualities more native-like. Both of our subject groups mastered vowel duration on a native level, which suggests that learners who are used to different degrees of vowel duration in their L1 can transfer those features into L2 even if they are used functionally differently. Our study suggests that vowel duration is easier than vowel quality for Finnish learners of English. The study also showed the positive effect of pronunciation teaching for advanced learners.
Pronunciation in an EFL setting: What's going on inside and around European classrooms?
2015 •
Alice Henderson
January 2015 Issue 52 6 E-portfolios for pronunciation practice and assessment Marina N Cantarutti 15 PEPFT – a pronunciation course for teachers Catarina Pontes 21 Awakening Sleeping Beauty: Pronunciation instruction beyond ‘listen and repeat’ Arizio Sweeting 30 Under the baton of schwa Kristýna Poesová 41 Practical pronunciation ideas for teaching in an ELF context Katy Simpson & Laura Patsko 49 Pronunciation in an EFL setting: What's going on inside & around European classrooms? Alice Henderson 60 Online resources: English English App Marina Cantarutti 62 Review of Pronunciation and phonetics: a practical guide for English Language Teachers David Deterding 65 Review of Phonology for Listening Robin Walker
“Twinkle, Twinkle, Little Star”: The Influence of Thai Word Stress on English Pronunciation
Wanitcha Sumanat
Stress, as a part of pronunciation, plays a vital role in terms of the overall effectiveness of communication that reflects intelligibility and comprehension. This paper examines the influence of Thai word stress on English pronunciation among Thai EFL learners (subjects), and the results are reported through a reading experiment. The couplet " Twinkle, Twinkle, Little Star " by British poet and novelist Jane Taylor, which is unfamiliar to the subjects of this experiment, is chosen and used as a reading material. The experiment shows how the subjects assign stresses to English words in the material, and how Thai word stress influences English pronunciation while the subjects are applying transfer strategy from their native language to assign stresses. According to a contrastive study of English and Thai stress, this experiment shows the reasons for the way the subjects apply stress in English words.
