scholarly journals THE PRODUCTION OF ENGLISH CONSONANTS /θ/ AND /ð/ BY ENGLISH DEPARTMENT STUDENTS

2021 ◽  
Vol 17 (2) ◽  
pp. 26-44
Author(s):  
Diah Merrita
Keyword(s):  
Formal Education ◽  
Native Speakers ◽  
First Year ◽  
English Department ◽  
Word Position ◽  
Audio Recordings ◽  
English Major ◽  
Native Speakers Of English ◽  
Interdental Fricatives ◽  
Consonant Sounds

Indonesians have been taking much concern in English since it has been applied in formal education curricula. Also, not all Indonesians are familiar with English pronunciation, especially its characteristics in phonemes. Some English consonants even do not exist in Indonesian consonants such as the sounds /θ/ and /ð/ categorized as voiceless and voiced interdental fricatives. Due to this concern, this study investigates the production of English voiced and voiceless interdental consonants uttered by English Department students as non-native speakers of English using the Praat application. There were eight undergraduate first-year English major students as the respondents. The researcher gave them eighteen words consisting of /θ/ and /ð/ sounds in initial, medial, and final word-position. The data are in audio recordings. The result revealed that most students changed the voiced interdental fricative into consonants such as /d/ and /t/. This inappropriate way also happened when they produced voiceless interdental fricatives. They changed /θ/ sound into consonant sounds such as /d/ and /t/.

scholarly journals The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 6-19
Author(s):  
Robert MacIntyre
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
First Year ◽  
Personal Pronouns ◽  
Pedagogical Approach ◽  
Japanese University ◽  
Native Speakers Of English ◽  
Approach To Teaching ◽  
Argumentative Essays ◽  
Style Guides

In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.

A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment

2021 ◽  
Vol 20 (5) ◽  
pp. 1-16
Author(s):  
Fei Deng ◽  
Timothy V. Rasinski
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
General Tendency ◽  
L1 Transfer ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Major ◽  
Native Speakers Of English

This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

scholarly journals Pronunciation Errors Committed by Palestinian Students at An-Najah National University: An Analytical Approach

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Oqab Mahmoud Jabali ◽  
Yousif Jamal Abuzaid
Keyword(s):  
Second Language ◽  
Empirical Study ◽  
Undergraduate Students ◽  
Analytical Approach ◽  
Native Speakers ◽  
English Department ◽  
Study Results ◽  
National University ◽  
Palestinian Arabic ◽  
Consonant Sounds

This empirical study aims at identifying the English consonant sounds that are mispronounced by native speakers of Palestinian Arabic. It also aims to explore the pattern of errors that Palestinian speakers follow in speaking English. Two main questions have been explored in the study: 1) what are the most common mispronounced English consonants produced by Palestinian students? and 2) what patterns do these students follow in so doing? 20 undergraduate students from the English Department at An-Najah National University are observed and their English is recorded to identify the problematic consonant sounds. The study results show that the most problematic sounds include /p/, /tʃ/, /dʒ/, /ɹ/, and /ŋ/. In the light of the findings, the researchers recommend that the best way to learn the pronunciation of a second language is by listening to native speakers of that language and by practicing it regularly.

scholarly journals A Corpus-Based Comparative Study of Chinese EFL Learners’ Use of Temporal Metaphor in English

2019 ◽  
Vol 9 (4) ◽  
pp. 51
Author(s):  
Yi Guo
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Conceptual Metaphor ◽  
Semantic Knowledge ◽  
Cultural Knowledge ◽  
L1 Transfer ◽  
Efl Learners ◽  
Proficiency Level ◽  
English Major ◽  
Native Speakers Of English

This paper adopted a corpus-based approach to compare the uses of the conceptual metaphor “TIME IS MONEY” between Chinese non-English major college students and native speakers of English. The results revealed no direct correspondence between frequency of metaphorical use and proficiency level of English. While EFL learners differed with native speakers in terms of the diversity of metaphorical uses, the patterns of high-frequency uses were similar between the two groups. Chinese EFL learners were prone to produce unidiomatic metaphorical expressions that literally make sense. These expressions could be the mixed results of negative L1 transfer and insufficient L2 proficiency, especially the lack of adequate semantic knowledge in English. To language learners, conceptual metaphor in L2 cannot be randomly created, but has to be acquired with the help of the cultural knowledge embedded in the metaphorical expressions.

Translator awareness of semantic prosodies

Target ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 203-221 ◽  
Author(s):  
Helle Dam-Jensen ◽  
Karen Korning Zethsen
Keyword(s):  
Foreign Language ◽  
Empirical Research ◽  
Native Speakers ◽  
Translation Studies ◽  
First Year ◽  
Native Speakers Of English ◽  
English Students

An increasing amount of linguistic corpus-based research is being carried out and especially within semantics, some groundbreaking results are highly relevant to Translation Studies. Research has shown that evaluation in language is very much anchored in extended lexical units and not merely in the lexeme. Corpusbased semantic profiles of words reveal evaluative features which may not be accessible through introspection and which have therefore not been part of dictionary information. Previous empirical research has almost exclusively been concerned with native speakers of English. The present study, however, tests and compares the awareness of these evaluative features in the behaviour of soonto-be translators and first year LSP English students when using their foreign language.

scholarly journals INTONATION OF ENGLISH DECLARATIVE SENTENCE PRODUCED BY ENGLISH DEPARTMENT STUDENTS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Rudha Widagsa
Keyword(s):  
Native Speakers ◽  
English Department ◽  
Declarative Sentence ◽  
Inadequate Knowledge ◽  
Recording Process ◽  
Suprasegmental Features ◽  
Native Speakers Of English

This research is aimed at finding and describing the intonation of English declarative sentence produced by English Department students of Universitas PGRI Yogyakarta. The intonation is analyzed based on contour approach through the movements of pitch. The researcher uses three students as his respondents. The data are analized through three steps, firstly, data are collected through listening and recording process, secondly, the recording data are converted to soundwave and pitch diagrams using PRAAT software, at this point, PRAAT text grid is applied to make the pitch diagrams easy to understand, and finally, the researcher draws conclusion according to the contour of pitch in the diagrams. The result of this research illustrates that the respondents tend to rise the pitch at end of English declarative sentence which correspondingly changes the mood of the sentence into an interrogrative sentence. English declarative sentences generally have falling intonation and native speakers of English do not rise the pitch at the end of declarative sentences. However, this research shows that students of English have inadequate knowledge about suprasegmental features in English particularly intonation.

scholarly journals Discourse Elements in English Academic Discourse

2016 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Yulia Chubarova ◽  
Natalia Rezepova
Keyword(s):  
Native Speakers ◽  
Academic Discourse ◽  
Point Of View ◽  
Prosodic Features ◽  
Research Material ◽  
Audio Recordings ◽  
Native Speakers Of English ◽  
Tone Level ◽  
Auditory Analysis ◽  
Large Groups

This paper presents a study of discourse elements in spoken academic discourse – a lecture – and identifies their specificities. The study seeks to identify discourse elements in a wide body of research material; to study structural, functional and pragmatic features of discourse elements in terms of the implementation of the intentions of the speaker; to identify from the auditory analysis any prosodic features of discourse elements. Discourse elements are specifically defined from the point of view of their pragmatics: the intention of the speaker influences the language of the lecture and the way in which ideas are connected with words. The study on discourse elements included several stages. Research material consisted of audio recordings of Philology lectures to students studying English as a foreign language by three native speakers of English (General American standard of pronunciation), all of whom are professors at American colleges and universities. In total, 6 lectures were recorded; they formed a wide body of research material lasting 7 hours 33 minutes. This wide body of research material consisted of 2 306 linguistic facts, i.e. discourse elements in context. From these, 150 fragments containing various discourse elements were then chosen to form a narrow body of research material lasting 40 minutes. The phonetic research consisted of auditory analysis: dividing the fragments of discourses into syntagms; defining the boundaries of syntagms; specifying pitch movement, tone level and type of scale; using perceptual gradations of each prosodic feature, etc. Prosodic marking was carried out in accordance with the method of notation adopted at the Department of English Phonetics at Moscow State Teacher Training University (1997). Scaling enabled the classification and sorting of all the studied elements (discourse elements). The authors used the following types of scales: nominative, ordinal and interval. Structural analysis proved that discourse elements have different structure and may be one-word elements and predicative phrases S+P incorporated into the structure of the academic discourse. All discourse elements can be divided into two large groups – connecting elements (connectors) and pragmatic elements. The results of the research show that the studied elements differ structurally and can perform various functions. The functions of the discourse elements, their structure, intentions of the speaker and also their position in the phrase determine their prosodic features.

scholarly journals PERBANDINGAN KOMUNIKASI NONVERBAL PENUTUR ASLI DAN PENUTUR ASING BAHASA INGGRIS DALAM PUBLIC SPEAKING

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
I Made Suta Paramarta ◽  
Putu Ayu Prabawati Sudana
Keyword(s):  
Cultural Differences ◽  
Public Speaking ◽  
Native Speakers ◽  
Head Movements ◽  
The Other ◽  
English Department ◽  
Body Movements ◽  
Qualitative Design ◽  
Other Hand ◽  
Native Speakers Of English

Abstrak Tujuan penelitian ini adalah untuk membandingkan fitur-fitur nonverbal penutur asli dan penutur asing dalam public speaking. Perbedaan budaya antara kedua kelompok penutur tersebut menimbulkan perbedaan penggunaan fitur nonverbal dalam public speaking. Desain penelitian ini adalah desain deskriptif kualitatif dengan 10 subjek. 5 subjek adalah video penutur asli Bahasa Inggris dan 5 video subjek yang lain adalah video mahasiswa Jurusan D III Bahasa Inggris Universitas Pendidikan Ganesha. Penutur asli menunjukkan gerakan nonverbal yang jauh lebih variatif dari penutur asing Bahasa Inggris. Penutur asli memiliki gerakan-gerakan spesifik yang mengacu pada makna yang spesifik juga. Di lain pihak, penutur asing menunjukkan gerakan nonverbal yang bersifat umum tanpa rujukan pasti pada maksud yang spesifik. Fitur nonverbal yang dicermati dikelompokkan pada gerakan kepala, gerakan badan, dan kontak mata. Kata kunci: perbandingan, nonverbal, public speaking Abstract The purpose of this research is to compare the nonverbal features of the native speakers and the non-native speakers of English in public speaking. Cultural differences between the two groups make significant differences on using the nonverbal features in public speaking. The design of this research was a descriptive-qualitative design with 10 subjects. 5 subjects were videos of 5 English native speakers and the other 5 subjects were the videos of 5 students of Diploma III English Department Universitas Pendidikan Ganesha. The native speakers showed more variative nonverbal movements compared to the non-native speakers. The native speakers made specific gestures which refered to certain specific meanings. On the other hand, the non-native speakers applied general nonverbal movements without specific referents. The investigated nonverbal features were grouped into head movements, body movements, and eye contacts. Keywords: comparison, nonverbal, public speaking

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