scholarly journals The Intelligibility of Indonesian Learners of English (ILE) in Understanding the Pronunciation of English Spoken by Thai Students

2020 ◽  
Vol 7 (2) ◽  
pp. 419-425
Author(s):  
Destiyana Destiyana ◽  
Malikatul Laila
Keyword(s):  
Participant Observation ◽  
English Pronunciation ◽  
Thai Students ◽  
Thai English ◽  
Consonant Sounds

This study carried out an intelligibility of English pronunciation by Thai students. The objectives are to explain the intelligibility of ILE in the pronunciation of English and to identify the typical kind of English sounds which are delivered by the students in Thailand. The data included Thai English words gathered by using participant observation. The result showed: (1) the level of intelligibility of ILE have perceived intelligible (50.6%) and their unperceived as much as 49.4% in the English sounds pronunciation by ThaiE, (2) the typical kind of English sounds produced by ThaiE can be seen from the pronunciation of consonant sounds, vowels and diphthong sounds. For example, the vowel sounds (a, ׀, i ə, Λ, a, ɑ, ɒ, o, U, u) are typically sounded by ThaiE’s pronunciation is understood well and intelligible by Indonesian Leaners of English (ILE).

scholarly journals Social and Psychological Factors in Thai Student’s Code-Switching

MANUSYA ◽  
2003 ◽  
Vol 6 (1) ◽  
pp. 67-83
Author(s):  
Sumittra Suraratdecha
Keyword(s):  
Psychological Factors ◽  
Code Switching ◽  
Audience Design ◽  
Social Variable ◽  
Code Choice ◽  
Thai Students ◽  
Thai English ◽  
Accommodation Theory ◽  
The University ◽  
Design Factors

This paper examines Thai-English code-switching by eight Thai students at the University of Hawaii at Manoa by taking into account Bell’s audience design factors (Bell 1984), speech accommodation theory (Giles & Smith 1979; Giles & Coupland 1991 ), and other psychosocial factors. Code-switching is defined here as an alternation between one language and another made by a speaker within a sentence, sentences, or a conversation. This paper proposes that code-switching is essentially an accommodative phenomenon; that is, speakers will switch into one language if they think it is appropriate to the topic or to their notions of self and addressee. Conversely, some speakers appear to actively resist code-switching, depending on their evaluation of their own linguistic skills and their perceptions of others. By bringing together observations about who favors code-switching and who resists it, the topic of conversation, among other factors, emerges as the most important social variable across individuals. The result runs counter to the audience design model proposed by Bell (1984), who claims that audience design factors are more influential than non-audience design factors in bilingual code choice.

scholarly journals English Pronunciation Practices: From Tongue Twisters to YouTube Channel

2020 ◽  
Vol 5 (1) ◽  
pp. 44-54
Author(s):  
Vivi Aulia
Keyword(s):  
Mother Tongue ◽  
Lesson Planning ◽  
Learning Experiences ◽  
Effective Communication ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Efl Students ◽  
Tongue Twisters ◽  
Teaching Pronunciation ◽  
Consonant Sounds

Background: Pronunciation plays an important role to create effective communication since incorrect pronunciation may lead to misunderstanding. The EFL teachers should be aware of this issue by identifying the appropriate methods for teaching pronunciation to EFL students, with expectations; students may correctly pronounce the English words that support comprehensible communication. This research aims at describing the tongue twisters method for practicing English pronunciation as well as the YouTube channel for sharing their pronunciation practices.Methodology: This research employed an observation sheet and pronunciation task through students’ tongue twisters video uploaded on the YouTube channel as the instruments. The observation sheet was applied to find out students’ activities of tongue twisters practice in five meetings and their difficulties during the practice. Meanwhile, students’ uploaded tongue twisters video on the YouTube channel was analyzed to get the result of their tongue twisters practice.Findings: The students were given 26 tongue twisters consisting of 24 English consonant sounds to pronounce four times for each of them. The result showed that tongue twisters for sounds /p/, /f/, /v/, /ð/, and /z/ were difficult enough for them due to the interference of their mother tongue that commonly missed on these sounds. Besides that, the highest percentage of students who got a score of 60-69 on their YouTube channel video indicates that they still need more practice.Conclusion: Having tongue twisters’ practice and uploading the practice video on YouTube channel create learning experiences for students. They need to allocate more time practicing the English pronunciation better intensively. Therefore, the teachers should create maximal lesson planning and preparation to make sure that each student gets the same opportunity to practice it.

scholarly journals The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools

2015 ◽  
Vol 1 (2) ◽  
pp. 85 ◽  
Author(s):  
Omer Elsheikh Hago Elmahdi ◽  
Waquar Ahmad Khan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Observations ◽  
Consonant Clusters ◽  
Vowel Sound ◽  
Document Collections ◽  
Efl Learners ◽  
English Pronunciation ◽  
Consonant Sounds ◽  
Shed Light

<p>This study investigates the difficulties of English pronunciation encountered by Saudi secondary school learners when pronouncing English consonants. It also aims to shed light on the area of English consonant clusters system. The instruments used for collecting data and information included were questionnaires, classroom observations and document collections. The results show that the participants had difficulties to pronounce eleven consonant sounds. The results also demonstrate that a great number of the participants, unintentionally insert a vowel sound in English syllable to break up consonant clusters. This study provides some useful pedagogical implications to prevent and cure English pronunciation problems.</p>

scholarly journals The Influence of Pontianak Melayu Dialect Towards the Students’ Pronunciation of English Speech Sounds

2021 ◽  
Vol 11 (3) ◽  
pp. 416-423
Author(s):  
Maria Herlina Wiwin Yuniarti Meo Nelu ◽  
Januarius Mujiyanto ◽  
Suwandi Suwandi
Keyword(s):  
Junior High School ◽  
Negative Transfer ◽  
Consonant Clusters ◽  
Speech Sounds ◽  
Consonant Cluster ◽  
English Pronunciation ◽  
Correct Pronunciation ◽  
Teaching Pronunciation ◽  
Consonant Sounds

This qualitative research attempted to review the influence of the Pontianak Melayu dialect on students’ English pronunciation of English speech sounds. The objectives of the study were to explain the influence of Pontianak Melayu dialect on students’ English pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. This study used a qualitative case study design. The subjects of this study were 17 students from seventh-grade of Junior High School who are originally from the Pontianak. The data were collected by using questionnaires, students’ recordings, observation checklists, and interviews. The results of this study show that the Pontianak Melayu dialect contributed insignificant positive transfer on English vowel sounds [ɔ:], [ʊ], and [ɒ]. It gave significant negative transfer on English consonant sounds [f, v, k, s]. It also gave insignificant negative transfer on English diphthong sound [aɪ]. It gave significant negative transfer on English consonant cluster sounds [fr] and [kl], and significant negative transfer on three consonant clusters. Meanwhile, the teacher did play her role in improving students’ pronunciation. Based on the findings, it can be concluded that the Pontianak Melayu dialect did not strongly give positive and negative transfer to the students’ English pronunciation. The easiness might be caused by the similarities between the Pontianak Melayu language and English. The difficulties might be caused by the lack of students’ knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference. In teaching pronunciation processes, the teachers and the students should be supported each other to reach the best achievement. The teachers taught by supporting media such as English songs, western movies or English short stories, etc. Meanwhile, the students practice more and more.

Auditory Perception of Rhyming in Kindergarten Children

1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Auditory Perception ◽  
Kindergarten Children ◽  
Different Types ◽  
Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

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