scholarly journals A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH STUDENTS’ PRONUNCIATION IN READING AN ENGLISH TEXT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Tiyas Saputri
Keyword(s):  
Native Speaker ◽  
English Text ◽  
Sound Changes ◽  
Language Characteristics ◽  
English Students ◽  
English Native Speaker ◽  
Program Version

The study focuses on the analysis of phonology on Madurese English students‟ pronunciation in reading an English text. The writer identified kinds of English oscillographic pronunciation made by Madurese students in reading an English text, the differences of English oscillographic pronunciation between Madurese students and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English students‟ pronunciation. To collect the data, she observed and recorded the Madurese English students‟ pronunciation by using MP4 then analysed it descriptively by using Praat program version 4027. Then, she found that the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but sometimes not. Furthermore, it is found that Madurese language characteristics influence them in reading the English text. Therefore, they made some sound changes: vowel, consonant and diphthong. Moreover, they also made deletion and addition. She concludes that their pronunciation is unintelligible because they often make mispronunciation.

scholarly journals A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

2016 ◽  
Vol 5 (2) ◽  
pp. 294-309
Author(s):  
Tiyas Saputri
Keyword(s):  
Data Collection ◽  
Native Speaker ◽  
English Teachers ◽  
English Text ◽  
English Teacher ◽  
Sound Changes ◽  
Language Characteristics ◽  
English Native Speaker ◽  
Program Version ◽  
Descriptive Qualitative

This study concerns on a phonological analysis on Madurese English teacher‟s pronunciation in reading an English text. The writer identified kinds of oscillographic pronunciation made by Madurese English teachers in reading an English text, the differences of oscillographic pronunciation between Madurese English teachers and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English teachers‟ pronunciation. In the process of data collection, she used descriptive qualitative. She observed and recorded the Madurese English teachers‟pronunciation by using MP4 then analysed it by using Praat program version 4027. Then, she found that in reading the English text entitled „insomnia‟, the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. Furthermore, it is found that Madurese language characteristics influence Subject 2 and Subject 3 in reading the English text. Therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. The sound changes are: 1). the vowel changes: ;, ;, , ;;, ;;, , 2). the consonant changes: , , , , 3). the diphthong changes: ;, ;;, , , ;. In reading it, it is found that subject 2 and subject 3 also made deletion and addition. It is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying.

scholarly journals Measurement for accentedness, pause frequency/duration and nuclear stress placement in the EFL classroom

2017 ◽  
Vol 70 (3) ◽  
pp. 185-200
Author(s):  
Pedro Luis Luchini
Keyword(s):  
Multivariate Analysis ◽  
Experimental Research ◽  
Native Speaker ◽  
The Other ◽  
Speaking Test ◽  
Phonological Form ◽  
Group B ◽  
English Native Speaker ◽  
Teacher Centered ◽  
Stress Placement

This study reports on an experimental research carried out with 50 Spanish-L1 trainees, divided into 2 groups: A & B. Both groups were presented with a traditional-teacher centered approach based on controlled exercises (repetition, imitation), but group B added a communicative component in which students completed a battery of sequenced tasks with a focus on phonological form. Both groups recorded a speaking test before & after instruction which was used to measure and compare degrees of accentedness, frequency & duration of pauses and nuclear stress placement. Ten English-native-speaker-raters judged the recordings to determine the speakers’ degree of perceived accentedness. Two specialists, using inter-marker reliability, segmented the transcriptions of recordings and identified nuclear stress placement. Another two specialists identified empty pauses. Multivariate analysis was used to measure results. Overall, group B (learners exposed to the communicative component) obtained better results in all 3 parameters than the other group. Finally, some pedagogical implications for the teaching of L2 pronunciation in ELT contexts will be discussed. 

Rendaku or Sequential Voicing in Japanese Phonology

2017 ◽  
Author(s):  
Timothy J. Vance
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Semantic Relationship ◽  
Active Process ◽  
Obligatory Contour Principle ◽  
Initial Element ◽  
Sound Changes ◽  
Old Japanese

The term rendaku, sometimes translated as sequential voicing, denotes a morphophonemic phenomenon in Japanese. In a prototypical case, an alternating morpheme appears with an initial voiceless obstruent as a word on its own or as the initial element (E1) in a compound but with an initial voiced obstruent as the second element (E2) in a two-element compound. For example, the simplex word /take/ ‘bamboo’ and the compound /take+yabu/ ‘bamboo grove’ (cf. /yabu/ ‘grove’) begin with voiceless /t/, but this morpheme meaning ‘bamboo’ begins with voiced /d/ in /sao+dake/ ‘bamboo (made into a) pole’ (cf. /sao/ ‘pole’). Rendaku was already firmly established in 8th-century Old Japanese (OJ), the earliest variety for which extensive written records exist, and subsequent sound changes have made the alternations phonetically heterogeneous. Many OJ compounds with eligible E2s did not undergo rendaku, and the phenomenon remains pervasively irregular in modern Japanese. There are, however, many factors that promote or inhibit rendaku, and some of these appear to influence native-speaker behavior on experimental tasks. The best known phonological factor is Lyman’s Law, according to which rendaku does not apply to E2s that contain a non-initial voiced obstruent. Many theoretical phonologists endorse the idea that Lyman’s Law is a sub-case of the Obligatory Contour Principle, which rules out identical or similar units if they would be adjacent in some domain. Other well-known factors involve vocabulary stratum (e.g., the resistance to rendaku of recently borrowed E2s) or the morphological/semantic relationship between E2 and E1 (e.g., the resistance to rendaku of coordinate compounds). Some morphemes are idiosyncratically immune to rendaku. Other morphemes alternate but undergo rendaku in some compounds while failing to undergo it in others, even though no known factor is relevant. In addition, many individual compounds vary between a form with rendaku and a form without, and this variability is often not reflected in dictionary entries. Despite its irregularity, rendaku is productive in the sense that it often applies to newly created compounds. Many compounds, of course, are stored (with or without rendaku) in a speaker’s lexicon, but fact that native speakers can apply rendaku not just to existing E2s in novel compounds but even to made-up E2s shows that rendaku as an active process is somehow incorporated into the grammar.

scholarly journals Expert-Like Use of Hedges and Boosters in Research Articles Written by Polish and English Native-Speaker Writers

2018 ◽  
Vol 16 (3) ◽  
pp. 263-280 ◽  
Author(s):  
Katarzyna Hryniuk
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Applied Linguistics ◽  
Research Articles ◽  
Native Languages ◽  
Writing For Publication ◽  
Communicative Strategies ◽  
Text Features ◽  
English Native Speaker

The present study compares the use of main interpersonal metadiscourse markers - hedges and boosters - in a corpus of 40 research articles from the area of applied linguistics, written in English by native speakers and Polish writers. Used as communicative strategies, these words and expressions increase (boosters) or reduce (hedges) the force of arguments. In order to gain an in-depth insight and to achieve greater precision, in the analysis the author utilizes a concordance tool WordSmith 6.0 (Scott 2012). The results point to important discrepancies in the usage of these text features by authors representing different native languages and cultures. The study has important implications for developing competence in writing for publication in English as a Foreign Language.

scholarly journals Enhancing Saudi EFL Learners’ CAF in Narrative Writing Through Native Speaker Kids’ Reading Website

2020 ◽  
Vol 9 (6) ◽  
pp. 67
Author(s):  
Talal Musaed Alghizzi ◽  
Abdul Aziz Mohamed Ali El Deen
Keyword(s):  
Native Speaker ◽  
Narrative Writing ◽  
Signed Rank ◽  
Accuracy Measure ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Lexical Density ◽  
The Impact ◽  
English Native Speaker

This novel study investigated the impact of English native speaker kids’ reading website on enhancing Saudi EFL university students’ complexity, accuracy and fluency (CAF) in narrative writing. The rationale for this study is the scant literature in the area of estimating narrative writing in terms of CAF. The quasi-experimental method was adopted in this study through a pre-/ post-test in narrative writing. Eleven level three participants were recruited from in this study. Instruments of the study included a pre-post-test in narrative writing, and the CAF measures. A Wilcoxon signed-Rank and Mann Whitney were used in the analysis. The study results found no significant differences at 0.05 level regarding the post administration of syntactic complexity ratios except (CP/T, CP/C, and CN/C) whose results were significant. The sub-constructs of lexical density and lexical variation were enhanced partially, and as a whole, whereas there was no increase/decrease regarding lexical sophistication. For accuracy measure, the results were significant in all ratios at 0.05 level except (EFC/C, and EFTC/S ratios). Concerning fluency measures, the results were insignificant at 0.05 in all ratios except (MLC ratio). The results of the study and their pedagogical implications were discussed.

scholarly journals Politeness Strategies of Disagreement by English Native Speaker Students

Lexicon ◽  
2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Nadia Yofa Laela Khoirunnisa ◽  
Tofan Dwi Hardjanto
Keyword(s):  
Speech Act ◽  
Native Speaker ◽  
Research Paper ◽  
Completion Task ◽  
Politeness Strategies ◽  
English Native Speaker

This research paper investigates the speech act of disagreement performed by English native speaker students. Particularly, it attempts to examine the politeness strategies used by English native speaker students in realizing disagreement. The data were obtained using Discourse Completion Task consisting of six situations that were completed by twenty students. The results showed that a total of 113 utterances of disagreement were found. The most frequently used strategy was negative politeness (41.6%) since this strategy becomes the most suitable strategy to minimize the imposition of disagreement utterances. The rank is then followed by positive politeness (29.2%), bald on-record (25.7%), and off-record (3.5%).

scholarly journals The Use of Brown - Levinson’s Politeness Strategies As A Realization of Sociocultural Competence Among Adult Learners of Elti Surakarta

2021 ◽  
Vol 11 (2) ◽  
pp. 219-227
Author(s):  
Martha Tanjung Gunaningtyas ◽  
Sri Wuli Fitriati
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Native Speaker ◽  
International Communication ◽  
International Language ◽  
Video Recorder ◽  
Gender Status ◽  
Close Relationship ◽  
Politeness Strategies ◽  
English Native Speaker

This study focuses on analyzing the use of Brown and Levinson's politeness strategies to reflect sociocultural competence among adult learners. English is an international language in international communication to talk with people of different age, gender, status, etc. Besides, politeness strategies can reflect somebody's sociocultural competence when he/she talks to others. At the beginning of this study, preliminary research showed that English was used as a language tool in the class for adult students in conversation classes. The adult students came from different backgrounds including job, age, gender, status, culture, existence, and experience. Some of them had been abroad and communicated with the English native speaker directly. A proficiency test was used at the beginning of the research. It was continued by a sound recorder, video recorder, DCT, and interview to get the data. The findings reveal the more prominent use in bald on record and positive politeness strategies. Those strategies, based on the theory of Brown and Levinson and Celce Murcia, showed there was a close relationship between the speakers. The rest of the strategies showed that there was a distance between the speakers. In conclusion, politeness strategies were in students' interactions to reflect their sociocultural competence. The suggestion focuses on giving practices to students to increase their experiences in implementing politeness strategies.

scholarly journals Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018 ◽  
Vol 42 ◽  
pp. 00046
Author(s):  
Ni Made Mestriani ◽  
I Ketut Seken ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Communication Strategies ◽  
Cultural Backgrounds ◽  
Qualitative Design ◽  
Know How ◽  
Native Speaker Teacher ◽  
English Native Speaker ◽  
Descriptive Qualitative

In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

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