Review of Hancock (2020): Mark Hancock’s 50 Tips for Teaching Pronunciation

2021 ◽  
Author(s):  
Dan Frost
Keyword(s):  
Teaching Pronunciation

scholarly journals Teaching Pronunciation: The State of the Art 2021

RELC Journal ◽  
2021 ◽  
Vol 52 (1) ◽  
pp. 3-21
Author(s):  
Martha C Pennington
Keyword(s):  
State Of The Art ◽  
The State ◽  
Teaching Pronunciation

scholarly journals A Study of Linguistic Insecurity among Turkish Teachers of English

2016 ◽  
Vol 4 (2) ◽  
pp. 117 ◽  
Author(s):  
Giti Ehtesham Daftari
Keyword(s):  
Language Proficiency ◽  
Target Language ◽  
Fall Semester ◽  
Low Level ◽  
Efl Teachers ◽  
Level Of Knowledge ◽  
Teaching Pronunciation ◽  
Academic Year ◽  
Linguistic Insecurity

<p>This study was designed in order to investigate some aspects of the linguistic insecurity of Turkish EFL teachers and its possible sources. In the light of these aims, the study was conducted with 152 Turkish teachers at different language institutes during fall semester of 2015-2016 academic year. The study was conducted in a twelve week period and the data were collected through a questionnaire. Although the results revealed that Turkish EFL teachers experienced a low level of linguistic insecurity in their classrooms, it was found that teaching pronunciation, low level of target language proficiency and low level of knowledge on culture of target language are linguistic insecurity provoking factors.</p>

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 119-137
Author(s):  
Norbazila Mohd Asikin ◽  
Noor Aireen Ibrahim
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Sufficient Knowledge ◽  
Teacher Trainees ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
Teaching Pronunciation ◽  
Teacher's Perspective

Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.

scholarly journals USING SUBSTUTION DRILL TECHNIQUE TO IMPROVE STUDENTS’ PRONUNCIATION ABILITY

2014 ◽  
Vol 3 (2) ◽  
pp. 178
Author(s):  
Maharida Maharida
Keyword(s):  
Experimental Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Good Classification ◽  
Tenth Grade ◽  
Post Test ◽  
Back Vowel ◽  
Independent Variable ◽  
The Mean ◽  
Teaching Pronunciation

This research aimed to find out the improvement of the students’ pronunciation ability by using Substitution Drill that focused on English Consonants which consisted of dental and palato alveolar consonants and English Vowel which consisted mid-front,mid-central and mid-back vowel. The researcher applied Pre-Experimental method with one group pretest-posttest design and collected the data by giving pre-test and post-test. The sample of the research was class X IPA of SMA Negeri 1 Galesong Selatan which consisted of 33 students. The sample was taken by using the purposive technique. The research variables were teaching pronunciation by using Substitution Drill as an independent variable and dependent variable were English Consonants and English Vowel. The result of the research showed that the tenth-grade students of SMA Negeri 1 Galesong Selatan had fair score in the pre-test. After treatment, their pronunciation ability significant improved. The result of the research was the mean score obtained by the students through pre-test was 5.77 which was classified as fair classification and the mean score of the students on the post-test was 7.32 which was classified as good classification and the value of t-test was greater than t-table (16.48 > 2.037). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the use of Substitution Drill was effective to improve the students’ pronunciation ability.Keywords: improvement, pronunciation, substitution drill, dental, palato alveolar

scholarly journals Laulun sanoja lausumalla taitavaksi ääntäjäksi?

2018 ◽  
pp. 18-44
Author(s):  
Leena Maria Heikkola ◽  
Jenni Alisaari
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching Method ◽  
Language Teachers ◽  
Foreign Accent ◽  
Classroom Teachers ◽  
The Future ◽  
Second Language Teachers ◽  
Song Lyrics ◽  
Teaching Pronunciation

The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers evaluate the strength of foreign accent differently. The results indicate that reciting song lyrics is the most beneficial for the development of pronunciation. This teaching method is especially useful for beginners’ level language learners. The future class teachers gave stricter evaluations of foreign accent than the future Finnish as a second language teachers. Based on the results of the study, it could be argued that reciting song lyrics could be used for teaching pronunciation. Further, the results support previous findings that more experienced listeners give milder evaluations than more unexperienced. Thus, it would be valuable for future teachers to gain experience in listening diverse accents.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals Using songs for improving students’ pronunciation for the second grade

2020 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
Nur Laili Rizky Rahmawati ◽  
Muhammad Yunus
Keyword(s):  
Research Finding ◽  
Lesson Plan ◽  
Second Grade ◽  
Planning Stage ◽  
Oral Test ◽  
Preliminary Study ◽  
Teaching Pronunciation

This research was designed to improve students pronunciation at MTs Almaarif 01 Singosari, Malang through songs. In the preliminary study, the researcher found that the students have trouble pronouncing words correctly and confirmed by the result of their English test in oral test that was 57.20. Besides 43 students were taken in VIII A class at MTs Almaarif 01 Singosari, Malang as the sample of the study, this research consists of two cycles; Cycle One with three meetings and Cycle Two with two meetings. In the planning stage, the researcher designed a lesson plan, preparing material, and formulating the criteria of success. The criteria of success that was 70 or more. Additionally, the first result of Cycle One got 63.25. At the final, the result of Cycle Two showed another increase, there were 71.16. In the research finding, it is concluded that the use of songs in teaching pronunciation can improve the pronunciation of the students. All in all, for the teacher should give English songs according to their level; beginner, intermediate, or advanced, for students are suggested to choose other genre of the song for their learning media, such as jazz, rock, and etc. For future researchers are suggested to conduct similar studies on using songs in a different context, subject, or method.

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