scholarly journals Repeated attempts, phonetic errors, and syllabifications in a case study:Evidence of impaired transfer from phonology to articulatory planning

Aphasiology ◽  
2021 ◽  
Vol 35 (4) ◽  
pp. 485-517
Author(s):  
Dinesh Ramoo ◽  
Andrew Olson ◽  
Cristina Romani
Keyword(s):  
Phonetic Errors

scholarly journals From Focus on Sounds to Focus on Words in English Pronunciation Instruction

2010 ◽  
Vol 8 ◽  
pp. 1-12 ◽  
Author(s):  
Jolanta Szpyra-Kozłowska ◽  
Sławomir Stasiak
Keyword(s):  
Secondary School ◽  
Major Goal ◽  
Special Training ◽  
Pronunciation Instruction ◽  
Successful Communication ◽  
Language Classroom ◽  
Phonetic Errors ◽  
Accented English ◽  
Designed Materials ◽  
Phonetic Instruction

The paper addresses a very important aspect of Polish-accented English, namely the issue of frequent phonetic errors made by Polish learners which do not result from their inability to produce foreign sounds correctly, but which stem from various interference factors (e.g foreign pronounced as [fo’rejn]). Following Szpyra-Kozłowska’s (in press a) claims that such errors hinder successful communication far more than other segmental and suprasegmental inaccuracies and should thus be treated as a top pedagogical priority, what is suggested is a shift in phonetic instruction from the focus on the production of sounds and prosodies to the focus on the pronunciation of problematic words. Our major goal is to demonstrate how this proposal can be implemented in the language classroom. The authors present a report on the experiment in which a group of 25 Polish secondary school pupils has undergone a special training in the pronunciation of 50 commonly mispronounced words with the use of special, teacher-designed materials. The effectiveness of the employed procedure as well as the pupils’ reactions to it are examined and pedagogical conclusions are drawn.

Analysis of 1500 phonetic errors in spontaneous speech

1975 ◽  
Vol 58 (S1) ◽  
pp. S62-S62 ◽  
Author(s):  
S. R. Shattuck‐Hufnagel ◽  
D. H. Klatt
Keyword(s):  
Spontaneous Speech ◽  
Phonetic Errors

Analysis and typology of phonetic errors in the vocal speech of Italian speaking students

2021 ◽  
pp. 98-106
Author(s):  
Anna A. Kachanova ◽  
Valerio Fabrizi
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Phonetic Errors ◽  
Vocal Speech ◽  
Level Student

The relevance of the undertaken research is explained by the fact that phonetic skills and the absence of the phenomenon of errors at this level are important when teaching Russian as a foreign language to Italian speaking students. Researchers M.N. Shutov and I.A. Orekhova paid attention to this importance in their in-depth studies and other scientists. The purpose of this re-search is to analyze and typology of the phenomenon of errors at the phonetic level of Italian speaking students when teaching Russian as a foreign language. We concluded that, in practice, a B1 level student in monologue and dialogical speech, faced with difficulty in placing stress in a word, tries to find an analogue in his native language in consciousness (uses pure interlingual in-terference at the phonetic level) or tries to stress a word (in Russian), taking into account familiar rules (depending on the level of proficiency in Russian as a foreign language).

Assessing the Role of Selective Fossilization Hypothesis in Determining Fossilizable Phonetic Errors in Tunisian EFL Learners’ Oral Output

2020 ◽  
Vol 2 ◽  
pp. 1-15
Author(s):  
Aicha Rahal ◽  
Chokri Smaoui
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Predictive Power ◽  
Rating Scale ◽  
First Language ◽  
Linguistic Features ◽  
Efl Learners ◽  
Phonetic Errors ◽  
Linguistic Phenomenon

Fossilization is said to be a distinctive characteristic of second language (L2) learning (Selinker, 1972, 1996; Han, 2004). It is the most pervasive among adult L2 learners (Han and Odlin, 2006). This linguistic phenomenon has been characterized by cessation of learning, even though the learner is exposed to frequent input. Based on the findings of the MA dissertation of the first researcher which is about ‘phonetic fossilization’ and where she conducted a longitudinal study, Han’s Selective Fossilization Hypothesis (SFL) is used to analyze the obtained fossilized phonetic errors in relation to L1 markedness and L2 robustness with a particular focus on fossilized vowel sounds. This is an analytical model for identifying both acquisitional and fossilizable linguistic features based on learners’ first language (L1) markedness and second language (L2) robustness. The article first gives an overview of the theory of Interlanguage and the phenomenon of fossilization. Then, it introduces SFL. This is an attempt to study fossilization scientifically. In other words, it tests the predictive power of a developed L1 Markedness and L2 Robustness rating scale based on Han’s (2009) model. The present study has pedagogic implications; it is an opportunity to raise teachers’ awareness on this common linguistic phenomenon.

An Audio-Visual Test for Evaluating the Ability to Recognize Phonetic Errors

1965 ◽  
Vol 8 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Ruth Beckey Irwin ◽  
Ivan Paul Krafchick
Keyword(s):  
Motion Pictures ◽  
Answer Sheet ◽  
Experienced Teachers ◽  
Speech Pathology ◽  
Visual Test ◽  
Accurate Identification ◽  
Sound Track ◽  
Phonetic Errors ◽  
Consonant Sounds ◽  
Better Than

An audio-visual test was developed for ascertaining ability inrecognizing misarticulations. Two films, each with a different set of 23 words representing 23 initial and 20 final sounds, were produced. Each test included 138 consonant sounds in phrases, 276 in isolated words, and 144 in trios of words. An empirical “correct” answer sheet was prepared by two experienced clinicians after repeated viewings of the films. Six children with misarticulations presented stimuli in the films. One-hundred-fifty subjects included speech clinicians with five or more years of experience, graduating senior majors in speech pathology, and experienced teachers. Each subject took three tests: Film A (audio-visual), Film B (audio-visual), and the sound-track of Film A presented without motion pictures (audio only). Correctly identified misarticulations, falsely identified misarticulations, and total correct responses were tabulated. Both forms of the audio-visual test were considered valid since the clinicians and students were significantly better than the teachers in identifying misarticulations. Satisfactory reliability was also established, since Films A and B were not significantly different in the accurate identification of sounds in words. Performance was significantly better for audio-visual representation than for audio only; and identification of misarticulation was best with isolated words and worst with phrases. Experienced teachers did not identify 12 of the sounds as accurately as experienced clinicians.

scholarly journals Musykilât Ta’lîm al-Ashwâth al-‘Arabiyyah li Ghair al-Nâthiqîn bihâ wa Tharîqah Hillihâ fî Ta’lîmihâ

2020 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Shofil Fikri
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Descriptive Study ◽  
Self Determination ◽  
Practical Training ◽  
Reading And Writing ◽  
Arab Students ◽  
Qualitative Descriptive ◽  
Phonetic Errors ◽  
Listening And Speaking

This paper aims to describe the problems in learning phonology, various phonetic problems, the cause of their occurrence and how to overcome them. This paper is a qualitative descriptive study with the type of literature review from which the results of scientific research or other books are closely related to the learning of phonology knowledge, problems and ways to overcome them which are then explained descriptively. The results of this paper conclude that: 1) learning phonology in Arabic is very important to teach at the beginning of the teaching of Arabic because errors in saying a word affect the true or meaningless; 2) There are two main problems in general teaching phonology for non-Arab students, namely: problems relating to the direction of education and problems related to linguistic systems that include phonetic errors and pronunciation of a letter and word; 3) The cause of the problem is because it is influenced by the use of mother tongue (first language) in general, so that it cannot distinguish the length or short of a tone, the pronouncement of self-determination letters, pronunciation of syamsiyah and qamariyah letters, pronunciation of letters of the same nature and pronunciation tanwin letters; 4) As for the solutions offered in overcoming the phoneme pronunciation problem are: proactively instructors should develop children's fluency in speaking phonemes, indoctrinate sound sounds in listening and speaking activities, obtain language sounds in reading and writing activities, and design teaching processes through practical training in tongue sports to gain phoneme skills.

The development of lexical semantics for Mandarin-speaking children in China: An exploratory study based on the East China Normal University Vocabulary Test

2021 ◽  
Vol 5 (3) ◽  
pp. 205-217
Author(s):  
Yibin Zhang ◽  
Xiyu Dai ◽  
Jing Zhou
Keyword(s):  
Old Age ◽  
Receptive Vocabulary ◽  
East China ◽  
Vocabulary Test ◽  
Age Group ◽  
Expressive Vocabulary ◽  
Language Abilities ◽  
Semantic Categories ◽  
Normal University ◽  
Phonetic Errors

Through the compilation and research of the East China Normal University Vocabulary Test, this study explored the development of receptive and expressive language abilities of 58 children in the 2–3-year-old age group and 36 children in the 4–5-year-old age group. Results found that the children’s score of receptive vocabulary is higher than the score of expressive vocabulary, while there is a significant correlation between receptive vocabulary and expressive vocabulary. Moreover, children in the group of 2–3-year-olds had significantly lower scores than children in the group of 4–5-years-olds in both receptive and expressive vocabulary. Further analysis points out the earliest and most common word class of children is nouns, followed by verbs. Among the verbs, active verbs are the first to be acquired. Classifiers are the last acquired vocabulary by Chinese children. The exploration of phonetic errors reflects that children of 2–3 years old tend to misunderstand words by the similar sounds in words, but as their age increases, the number of phonetic errors decreases. Moreover, the results also indicate that biological and specific things are the two semantic categories learned by children. With cognition developing with age, the number of the words in different semantic categories that children acquired expands.

The Word Unit in Second Language Speech Production and Perception

1994 ◽  
Vol 16 (4) ◽  
pp. 381-411 ◽  
Author(s):  
James Emil Flege ◽  
Murray J. Munro
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Voice Onset Time ◽  
Onset Time ◽  
Speech Acquisition ◽  
Language Identity ◽  
Phonetic Errors ◽  
Early Learners ◽  
Second Language Speech Production ◽  
Entire Word

The purpose of this study, which focused on the wordtacoas spoken in Spanish and English, was to explore the word as a unit in second language (L2) speech acquisition. As expected, acoustic measurements revealed that Spanish and English monolinguals' renditions oftacodiffered systematically. It was also shown that the extent to which Spanish/English bilinguals approximated English phonetic norms for any one segment oftacowas correlated with their approximation for the other three segments, and that early learners differentiated Spanish versus Englishtacomore than did late learners. It also appeared that the bilinguals produced /t/ with less English-like voice onset time (VOT) values in Englishtacothan in other English words without a cognate in Spanish. In a perception experiment, listeners were able to identify the native language of Spanish and English monolinguals on the basis of their production oftaco. The listeners heard larger differences between Spanish and Englishtacotokens spoken by early than late learners of English L2. Two additional perception experiments assessed further the phonetic dimensions that listeners use to determine language identity and to gauge bilinguals' speech production accuracy. Listeners assigned to language identification and goodness rating tasks responded to acoustic information distributed over all four segments intaco, although the VOT of the word-initial /t/ appeared to be the single most important phonetic dimension. Taken together, the results of this study suggest that (a) bilinguals' accuracy in producing the various segments of a second language word may be interrelated and (b) in judging L2 speech, listeners respond to phonetic errors distributed over the entire word.

scholarly journals PHONETIC ERRORS IN LEARNING ENGLISH IN NON-LINGUISTIC UNIVERSITIES.

2021 ◽  
Vol 97 (05) ◽  
pp. 63-66
Author(s):  
Raykhona Akhmadovna Narzikulova ◽  
Keyword(s):  
Phonetic Errors ◽  
Learning English
Sign in / Sign up

Export Citation Format

Share Document