scholarly journals Pronunciation Problems Encountered by EFL Learners: An Empirical Study

2022 ◽  
Author(s):  
Syed Farhat Jahara ◽  
Abbas Hussein Abdelrady
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Main Question ◽  
Willingness To Participate ◽  
Efl Learners ◽  
Research Article ◽  
Pedagogical Techniques ◽  
The Common ◽  
Common Problems

Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL

scholarly journals Pronunciation Problems Encountered by EFL Learners: An Empirical Study

2021 ◽  
Vol 12 (4) ◽  
pp. 194-212
Author(s):  
Syed Farhat Jahara ◽  
Abbas Hussein Abdelrady
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Main Question ◽  
Willingness To Participate ◽  
Efl Learners ◽  
Research Article ◽  
Pedagogical Techniques ◽  
The Common ◽  
Common Problems

Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL.

scholarly journals STUDENTS’ WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY

Paramasastra ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Ajeng Ayu Rihardini ◽  
Rahmati Putri Yaniafari ◽  
Nur Mukminatien
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Research Design ◽  
Teaching And Learning ◽  
Willingness To Communicate ◽  
Survey Study ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
The Common ◽  
Common Problems

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students’ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students’ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students’ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

scholarly journals TOWARDS THE AUTOMATISATION OF A FOREIGN LANGUAGE: SENSORIMOTOR DRILLING, THE STRUCTURATION OF LINGUISTIC INPUT ON THE BASIS OF PROCESSING DEMANDS AND SENSORY CHUNKING

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Verónica Mendoza Fernández
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Learners ◽  
Pedagogical Techniques ◽  
Processing Demands ◽  
Linguistic Input

The current study presents the results of a treatment that sought to improve the 3rd person singular -s of the present simple tense. Sixty-four EFL learners from three different primary schools participated in the experiment. Learners were divided into a control group and two experimental groups. Whereas the control group followed its own school instruction, the two experimental groups followed a treatment that was based on neuroscience and psychology and that integrated innovative pedagogical techniques (©2018, 2019, Verónica Mendoza Fernández): sensorimotor drilling, the structuration of linguistic input on the basis of processing demands and sensory chunking. Learners carried out four pretest-postest tasks. Here are presented the results of one of the tasks: oral sentence transformation. The findings of the study indicated that statistical significance was reached by the two experimental groups only. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0717/a.php" alt="Hit counter" /></p>

scholarly journals AYURVEDA PERSPECTIVE OF UNDERNUTRITION IN CHILDREN & ITS MANAGEMENT: A SYSTEMIC REVIEW

2021 ◽  
Vol 09 (3) ◽  
Author(s):  
Warole Ruchita Bhimrao ◽  
Ramteke Rachana ◽  
Devyani Thokal ◽  
Narayan Nagre
Keyword(s):  
Preschool Children ◽  
National Level ◽  
Systemic Review ◽  
Hospitalized Children ◽  
Research Papers ◽  
Under Nutrition ◽  
Research Article ◽  
The Common ◽  
Common Problems ◽  
Interesting Area

Karshya (Underweight) is one of the common problems in Indian preschool children & 43% Indian preschool children are underweight. One of important factor for Karshya is Hina Matra Ahara (inadequate quantity of food). About 75- 80% of Hospitalized children suffer from some degree or type of malnutrition. Lots of attempt have been made to minimize this at National level. Mid-day meal program to school going children alone will not be sufficient.so Aim of study is to review on management of Karshya. Material and Methods - Literary review was conducted with help of several important Ayurvedic and Modern textbooks, Research papers, Research Article, Journals to collect information on Karshya. The description of Karshya clearly correlates with under nutrition. Conclusion: Ayurveda can play major role in providing health to children. In Ayurveds, Balya an Bruhana Chikista for undernourished children is an interesting area in the field of Kaumarbhritya. Since we try to review of article on management of Karshya.

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

2014 ◽  
Vol 37 (4) ◽  
Author(s):  
Youmei Gao ◽  
Yun Zhang
Keyword(s):  
Statistical Analysis ◽  
Empirical Study ◽  
Foreign Language ◽  
Classroom Teaching ◽  
Cognitive Approach ◽  
Efl Learners ◽  
Cognitive Linguistic ◽  
Linguistic Approach ◽  
Learning English

AbstractAn empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

scholarly journals BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?

2017 ◽  
Vol 56 (1) ◽  
pp. 235-258
Author(s):  
Hanna Kivistö-de Souza
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Native Speakers ◽  
Native Speaker ◽  
Lower Sensitivity ◽  
Classroom Context ◽  
Efl Learners ◽  
Pronunciation Instruction ◽  
Language Classroom ◽  
Foreign Language Classroom

ABSTRACT The aim of this paper was to examine the extent of non-verbalizable knowledge L1 Brazilian Portuguese (BP) learners of English possess about the segmental inventory of the L2. The study had two aims: i) to determine to what extent L1 BP EFL learners are aware of contrastive and non-contrastive L2 segments, ii) to determine which type of segments present the lowest level of awareness. To the date, little research has been carried out about the non-verbalizable aspect of L2 phonological awareness, most studies having relied on participants’ verbalization of the acquired knowledge (e.g., KENNEDY & TROFIMOVICH, 2010; WREMBEL, 2011). Whereas language learners are frequently taught grammar explicitly, pronunciation of the L2 is rarely addressed in the foreign language classroom. Moreover, phonology is in nature less susceptible to conscious processing than other aspects of L2 learning, making the noticing, and especially the explicit explanation, of phonological aspects difficult. Nevertheless, high L2 phonological awareness is beneficial for L2 pronunciation (KIVISTÖ-DE SOUZA, 2015), making its examination a priority in the foreign language classroom context. The participants of the study were 71 advanced EFL learners and 18 native speakers of American English. Participants performed a perception test which presented English segments spoken by native and non-native speakers. The ability to identify pronunciation deviations in the non-native speaker trials was taken as a measure for phonological awareness. The results showed that the L1 BP participants manifested a significantly lower sensitivity to English segmental phonology than the native English speakers (F[1, 87] = 40.56, p <.001, η2=.31). Pronunciation deviations involving consonants were identified to the greatest extent (52%), whereas the trials involving short-lag VOTs were identified the poorest (33%). The results reveal a need for explicit pronunciation instruction and the employment of consciousness-raising activities in the Brazilian EFL classroom.

scholarly journals Prediction of English Word skills from oral proficiency and phonological awareness among EFL Children: the Impact of Language Learning Environment

2019 ◽  
Author(s):  
Shuting Huo
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Language Learning ◽  
Word Meaning ◽  
Oral Proficiency ◽  
English Word ◽  
Word Decoding ◽  
Efl Learners ◽  
The Impact

This study investigated the contribution of English oral proficiency (OP) and phonological awareness (PA) in predicting subsequent English word decoding and word meaning access in young children who learn English as a foreign language (EFL) in two environments, English immersion (EI) and non-immersion (NIMM) programs. The results showed that word decoding and meaning access were both predicted by OP and PA in the EI children. For NIMM children, OP and PA significantly predicted word decoding but not word meaning access. Finally, we proposed that language learning environment has an impact on the development of word recognition in young EFL learners.

Principles of Discussion in Qualitative Educational Research

2016 ◽  
pp. 273-285
Author(s):  
Shaoan Zhang
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Research Practice ◽  
Discussion Section ◽  
Basic Principles ◽  
Research Article ◽  
Five Elements ◽  
The Common ◽  
Common Problems

The purpose of this chapter is to offer perspectives of basic principles of writing discussion section in a qualitative research article or dissertation. The first portion of the chapter explains how to link the discussion of the findings to each component: brief summary of the findings, contribution to previous studies, contribution to the theory, implications, and limitations. The explanation includes examples that help readers get a glimpse of the connection. Built on the aforementioned explanation, this chapter also raises the common problems related to each element and further discusses the challenges for novice scholars. The second portion of the chapter focuses on scholars' expected development of knowledge and abilities for meaningfully connecting these five elements. Additionally, the importance of seeing findings through a holistic lens is discussed and meaningful implications for educational research, practice, and/or policy are provided.

scholarly journals An investigation into Spanish EFL learners' anxiety

2013 ◽  
Vol 13 (3) ◽  
pp. 829-851
Author(s):  
Juan de Dios Martínez Agudo
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Research Methodology ◽  
Foreign Language Anxiety ◽  
Review Of The Literature ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Listening Anxiety ◽  
Research Article ◽  
Anxiety Levels

This research article reports the results of a study designed to measure and analyse Spanish students' perceived anxiety when learning and using EFL inside the classroom. This article first includes a review of the literature on foreign language anxiety. Then it describes the participants of the investigation and the research methodology procedures. This is followed by the presentation and discussion of the results and, finally, the conclusions derived from this study. The resulting data revealed interesting information about the anxiety levels present among Spanish EFL learners. While relatively high levels of speaking anxiety have been identified, somewhat lower levels of listening anxiety associated with error correction, by contrast, have also been found. More specifically, the results suggested that the level of listening anxiety seems to slightly increase when error correction is somehow involved in the process.

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.

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