scholarly journals Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

2017 ◽  
Vol 15 (4) ◽  
pp. 325-352 ◽  
Author(s):  
Jhao-Nan Hong ◽  
James H. Yang
Keyword(s):  
Computer Program ◽  
Language Learning ◽  
Smart Phone ◽  
Word List ◽  
Word Stress ◽  
Remedial English ◽  
English Class ◽  
Minimal Pairs ◽  
Central Taiwan ◽  
English Articles

This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

scholarly journals AL-AKHTHA’ FII IKTISAB AL-TSUNAIYAT AL-SHUGHRA

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Mother Tongue ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
The Subject ◽  
Child Age

Language acquisition starts from the ability of listening basic letter(iktisab al-ashwat) since child age. The letter of a language is limited in number, and sometimes there is similarity of letters among languages. The similarity of letters in two languages make it easy to learn the language. On the contrary, the obstacle of language learning can be caused by different letters between two languages (mother tongue and second/foreign language). The problem may be caused by minimal pairs (tsunaiyat al-shughro). This research aims at finding out the error of minimal pair acquisition, with the subject of Indonesian students in Jami’ah Malik Saud Saudi Arabia, with the method of error analysis. The study concludes that in iktisab al-ashwat of minimal pairs, the error is around 3,3 %-58,3%. Second: the error on minimal pairs occurs on the letters shift ?? ?? ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ?? , and letter ? to be ?.

scholarly journals Relationship between Anxiety in Second Language Learning and Motivation Orientation: The Case of Young Filipino Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 191-209
Author(s):  
Juland Salayo ◽  
Arceli M. Amarles
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Basic Education ◽  
Significant Negative Correlation ◽  
Negative Evaluation ◽  
General Anxiety ◽  
English Class ◽  
Motivation Orientation ◽  
Filipino Learners

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another.  To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language.  Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English.  Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand.  These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation.  On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation.  Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety.  Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.      

Word stress assessment for computer aided language learning

2009 ◽  
Author(s):  
Juan Pablo Arias ◽  
Nestor Becerra Yoma ◽  
Hiram Vivanco
Keyword(s):  
Language Learning ◽  
Stress Assessment ◽  
Word Stress ◽  
Computer Aided

An Argument for Phonological Stress in French: the syntagm over contrast

2022 ◽  
pp. 1-17
Author(s):  
Shanti Ulfsbjorninn
Keyword(s):  
Initial Position ◽  
Romance Languages ◽  
Final Position ◽  
Phonological Word ◽  
Word Stress ◽  
Minimal Pairs ◽  
French Word ◽  
Lively Debate

Abstract It is standardly assumed that French does not have word-stress, rather it has phrase-level prominence. I will advance a number of arguments, many of which have appeared already in the literature, that cumulatively suggest that French roots are characterized by phonological prominence, even if this is non-contrastive. By prominence, I mean a syntagmatically distributed strength that has all the phonological characteristics of stress in other Romance languages. I will remain agnostic about the nature of that stress, eschewing the lively debate about whether French has feet, and if so what type, and at what level. The structure of the argument is as follows. French demonstrably has phonological word-final strength but one wonders what the source of this strength is. Positionally, the initial position is strong and, independently of cases where it is reinforced by other factors, the final position is weak. I will argue, based on parallels with other Romance languages, that French word-final strength derives from root-final phonological stress. The broader significance of this conclusion is that syntagmatic properties are enough to motivate underlying forms, even in the absence of paradigmatic contrasts (minimal pairs).

Collaborative Learning in Virtual English Class

2013 ◽  
pp. 343-370 ◽  
Author(s):  
Lan Li ◽  
Dora Wong ◽  
Dean A. F. Gui ◽  
Gigi Au Yeung
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Second Life ◽  
Online Survey ◽  
Learning Experience ◽  
Group Discussion ◽  
Virtual Learning Environment ◽  
English Class ◽  
Survey System ◽  
Collaborative Language

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

scholarly journals Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman

2017 ◽  
Vol 10 (3) ◽  
pp. 164
Author(s):  
Munira Said Al Siyabi
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
English Language ◽  
Participant Observation ◽  
Language Skills ◽  
Study Data ◽  
Historical Texts ◽  
English Class ◽  
Meaningful Context ◽  
English Language Skills

Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. The present study aimed to investigate students’ perceptions of reading true short stories and its benefits. The study data were collected through a survey and participant observation of 19 level D students in Oman. The study findings indicated that using stories during English class was an interesting experience and had good potential as a tool to improve English language skills. The meaningful context created by the true short stories made it much easier for the teacher to conduct and run the class.

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