scholarly journals The Influence of Deductive and Inductive Instruction on Adolescents’ Acquisition of English Vowels

2016 ◽  
Vol 54 ◽  
pp. 151-163
Author(s):  
Katarzyna Załóg-Kociuga
Keyword(s):  
Foreign Language ◽  
Young Adolescent ◽  
English Vowels ◽  
English Pronunciation ◽  
Before And After ◽  
Vowel Systems ◽  
The Subject ◽  
L1 And L2 ◽  
Phonetic Instruction

Difficulties in mastering the pronunciation of a foreign language arise due to numerous factors, among which the differences between the learners’ L1 and L2 seem to be significant. For Polish learners of English, these differences would include considerable disparities between the two vowel systems, which is why the subject of this study are difficult English vowels. The difficulty of vocalic sounds is judged according to Prator’s 1967 Hierarchy of Difficulty. The study aims at determining whether deductive and inductive formal types of phonetic instruction have any influence on the intelligible pronunciation of the most difficult English vowels for Polish 13-year-old learners. Two groups of students were subject to an experiment in which they were taught English pronunciation for 5 weeks: the first group deductively, the second group inductively. Their pronunciation proficiency was tested before and after the teaching sessions by recording the subjects reading a text composed of words containing the tested phonemes. The comparison of the recordings revealed that while the deductive techniques did not yield any statistically significant improvement in the pronunciation of any of the tested vowels, the inductive techniques significantly improved the learners’ pronunciation of [iː], [æ] and [ǝ] in the interconsonantal context. The conclusion to be drawn is that increased aural exposure, imitation and meaning-focused practice yield better results than providing theoretical, metalinguistic information about the sounds, comparing L1 and L2 sounds and pronunciation-focused practice, at least for young adolescent learners, who may not yet be ready to comprehend abstract phonetic notions.

Vowel development in young Mandarin-English bilingual children

Phonetica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jing Yang
Keyword(s):  
Bilingual Children ◽  
Vowel Duration ◽  
Formant Frequency ◽  
High Group ◽  
English Bilingual ◽  
English Vowels ◽  
Vowel Systems ◽  
Phonetic Features ◽  
Cross Language ◽  
L1 And L2

Abstract This study examined the development of vowel categories in young Mandarin -English bilingual children. The participants included 35 children aged between 3 and 4 years old (15 Mandarin-English bilinguals, six English monolinguals, and 14 Mandarin monolinguals). The bilingual children were divided into two groups: one group had a shorter duration (<1 year) of intensive immersion in English (Bi-low group) and one group had a longer duration (>1 year) of intensive immersion in English (Bi-high group). The participants were recorded producing one list of Mandarin words containing the vowels /a, i, u, y, ɤ/ and/or one list of English words containing the vowels /i, ɪ, e, ɛ, æ, u, ʊ, o, ɑ, ʌ/. Formant frequency values were extracted at five equidistant time locations (the 20–35–50–65–80% point) over the course of vowel duration. Cross-language and within-language comparisons were conducted on the midpoint formant values and formant trajectories. The results showed that children in the Bi-low group produced their English vowels into clusters and showed positional deviations from the monolingual targets. However, they maintained the phonetic features of their native vowel sounds well and mainly used an assimilatory process to organize the vowel systems. Children in the Bi-high group separated their English vowels well. They used both assimilatory and dissimilatory processes to construct and refine the two vowel systems. These bilingual children approximated monolingual English children to a better extent than the children in the Bi-low group. However, when compared to the monolingual peers, they demonstrated observable deviations in both L1 and L2.

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

scholarly journals Musical Hearing and Musical Experience in Second Language English Vowel Acquisition

2021 ◽  
pp. 1-17
Author(s):  
Mateusz Jekiel ◽  
Kamil Malarski
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Music Perception ◽  
Musical Experience ◽  
Music Practice ◽  
Musical Skills ◽  
Vowel Formant ◽  
English Vowels ◽  
Before And After ◽  
Vowel Acquisition

Purpose Former studies suggested that music perception can help produce certain accentual features in the first and second language (L2), such as intonational contours. What was missing in many of these studies was the identification of the exact relationship between specific music perception skills and the production of different accentual features in a foreign language. Our aim was to verify whether empirically tested musical hearing skills can be related to the acquisition of English vowels by learners of English as an L2 before and after a formal accent training course. Method Fifty adult Polish speakers of L2 English were tested before and after a two-semester accent training in order to observe the effect of musical hearing on the acquisition of English vowels. Their L2 English vowel formant contours produced in consonant–vowel–consonant context were compared with the target General British vowels produced by their pronunciation teachers. We juxtaposed these results with their musical hearing test scores and self-reported musical experience to observe a possible relationship between successful L2 vowel acquisition and musical aptitude. Results Preexisting rhythmic memory was reported as a significant predictor before training, while musical experience was reported as a significant factor in the production of more native-like L2 vowels after training. We also observed that not all vowels were equally acquired or affected by musical hearing or musical experience. The strongest estimate we observed was the closeness to model before training, suggesting that learners who already managed to acquire some features of a native-like accent were also more successful after training. Conclusions Our results are revealing in two aspects. First, the learners' former proficiency in L2 pronunciation is the most robust predictor in acquiring a native-like accent. Second, there is a potential relationship between rhythmic memory and L2 vowel acquisition before training, as well as years of musical experience after training, suggesting that specific musical skills and music practice can be an asset in learning a foreign language accent.

scholarly journals Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks

2018 ◽  
Vol 56 (1) ◽  
pp. 45-78
Author(s):  
Marjon Tammenga-Helmantel ◽  
Minna Maijala
Keyword(s):  
Foreign Language ◽  
Empirical Research ◽  
Theory Development ◽  
Young Adolescent ◽  
Teaching Materials ◽  
Case Assignment ◽  
Specific Research ◽  
Grammar Teaching ◽  
Verb Placement ◽  
L1 And L2

AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.

scholarly journals An Analysis of Banyumas Dialect Influence Toward Students’ English Pronunciation

2019 ◽  
Vol 7 (2) ◽  
pp. 262
Author(s):  
Denta Naviantara ◽  
Suparno Suparno ◽  
Dewi Dewi
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Qualitative Method ◽  
Native Language ◽  
Document Analysis ◽  
Negative Influence ◽  
Test Results ◽  
English Vowels ◽  
English Pronunciation ◽  
Teachers And Students

<p>In using a foreign language, pronunciation is affected by learners’ native language. English learners with Banyumas dialect will be distinctively recognized in their English. This present study is aimed to find out the differences in segmental features between Banyumas dialect and English and to describe the extent to which the Banyumas dialect influences students’ English pronunciation. The research uses the descriptive qualitative method. There are 30 sources of data (students) from two different classes. The subjects are originally from Banyumas and use Banyumas dialect in their daily communication. The writer conducts English pronunciation tests and records the students’ voices. The test includes 105 words consisting of each English vowels, consonants, and diphthongs. Besides, other supporting data are collected through document analysis, questionnaires, and observation. The study concludes that there are some differences in segmental features between Banyumas dialect and English, which have a negative influence on students’ English pronunciation. There are many pronunciation errors found on students’ pronunciation test results. Errors in pronunciation might be difficult to change if it becomes a habit. Teachers and students need to be aware of the differences between native language and foreign-language sound systems because it might be more valuable than error correction.</p>

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Efferent vagal innervation of canine ventricle

1985 ◽  
Vol 248 (1) ◽  
pp. H89-H97 ◽  
Author(s):  
N. Takahashi ◽  
M. J. Barber ◽  
D. P. Zipes
Keyword(s):  
Coronary Artery ◽  
Vagal Stimulation ◽  
Left Ventricular ◽  
Constant Infusion ◽  
Epicardial Surface ◽  
Before And After ◽  
Vagal Innervation ◽  
The Subject ◽  
Infusion Of Norepinephrine ◽  
The Right

The route efferent vagal fibers travel to reach the left ventricle is not clear and was the subject of this investigation. We measured left ventricular and septal effective refractory period (ERP) changes during vagal stimulation and a constant infusion of norepinephrine, before and after phenol was applied at selected sites of the heart to interrupt efferent vagal fibers that may be traveling in that area. Phenol applied to the atrioventricular (AV) groove between the origin of the right coronary artery anteriorly to the posterior descending branch of the circumflex coronary artery completely eliminated vagal-induced prolongation of ERP in the anterior and posterior left ventricular free wall and reduced, but did not eliminate, ERP prolongation in the septum. A large (3-cm radius) epicardial circle of phenol prevented vagal-induced ERP prolongation within the circle in all dogs, while a small (1-cm radius) epicardial circle of phenol failed to prevent vagal-induced ERP changes within the circle in any dog. An intermediate (2-cm radius) circle eliminated vagal effects on ERP in 13 of 18 dogs. Arcs of phenol, to duplicate the upper portion of the circle, applied sequentially from apex to base eliminated efferent vagal effects only when painted near or at the AV groove. We conclude that the majority of efferent vagal fibers enroute to innervate the anterior and posterior left ventricular epicardium cross the AV groove within 0.25-0.5 mm (depth of phenol destruction) of the epicardial surface.(ABSTRACT TRUNCATED AT 250 WORDS)

The Israeli–Lebanese war of 2006: consequences for Lebanon

2008 ◽  
Vol 1 (2) ◽  
pp. 187-210
Author(s):  
Ziad Hafez
Keyword(s):  
Arab Countries ◽  
The Political ◽  
National Unity ◽  
Major Consequence ◽  
Political Narrative ◽  
Defence Policy ◽  
Before And After ◽  
The Usa ◽  
The Subject ◽  
The Impact

This article focuses on the political narrative in Lebanon before and after the Israeli war against Lebanon in 2006. It revolves around the subject of national unity as a sine qua non condition for success for the Lebanese resistance led by Hezbollah. A major consequence of the narrative on national unity is the need to build a modern state and establish a cohesive defence policy. The paper also examines the impact of the war on Lebanon's economy and on its relations with the rest of the world (the USA, France, Syria, Arab countries, and Iran).

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