scholarly journals Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies

2021 ◽  
Vol 14 ◽  
pp. 1-6
Author(s):  
Lihong Wang ◽  
Weijie Gou
Keyword(s):  
Coping Strategies ◽  
Teaching Strategies ◽  
Negative Transfer ◽  
Transfer Effects ◽  
Teaching Process ◽  
English Pronunciation ◽  
The Impact ◽  
Listening And Speaking ◽  
Learning English ◽  
Speaking Skills

In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.

A Study on the Differences in Middle School English Pronunciation Teaching in Underdeveloped and Developed Areas in China and Their Impact

2018 ◽  
Vol 8 (12) ◽  
pp. 1753
Author(s):  
Wen Gu ◽  
Qiaobei Zhu
Keyword(s):  
Middle School ◽  
English Learning ◽  
Spoken English ◽  
English Pronunciation ◽  
Teaching Faculty ◽  
Underdeveloped Areas ◽  
The University ◽  
The Impact ◽  
Listening And Speaking ◽  
Middle School English

Spoken English is one of the most important parts in English learning. And the footstone of Spoken English is pronunciation, which should have taken pride of educational place in the courses of secondary education anywhere. Differences of pronunciation teaching in middle school exist in the English pronunciation teaching between underdeveloped areas and developed areas, which effects students’ further English study. By the methods of interviewing and questionnaire, this paper makes a comparison of current situation of English teaching in middle schools from underdeveloped areas and developed areas in China. This thesis analyzes the causes of differences from teaching idea, teaching contents and teaching faculty, and the impact on the students from students’ listening and speaking abilities in the university. Finally, the author presents some constructive suggestions.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals The Impact of Clickers Instruction on Cognitive Loads and Listening and Speaking Skills in College English Class

PLoS ONE ◽  
2014 ◽  
Vol 9 (9) ◽  
pp. e106626 ◽  
Author(s):  
Zhonggen Yu ◽  
Wentao Chen ◽  
Yong Kong ◽  
Xiao Ling Sun ◽  
Jing Zheng
Keyword(s):  
College English ◽  
English Class ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

scholarly journals The Implementation of Autonomous Learning in English Pronunciation of Guidance and Counseling Department’s Students

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 115-124
Author(s):  
Maslakhatin Maslakhatin ◽  
Ayong Lianawati
Keyword(s):  
Qualitative Method ◽  
Alternative Strategy ◽  
Autonomous Learning ◽  
Guidance And Counseling ◽  
English Pronunciation ◽  
Field Notes ◽  
The Subject ◽  
The Impact ◽  
Voice Recording ◽  
Learning English

Most Indonesian students have difficulties in learning English pronunciation. Autonomous learning can be as an alternative strategy to help the students in learning pronunciation independently by utilizing Breakingnewsenglish.com. This study aimed to analyze the implementation of autonomous learning in learning pronunciation, the students’ response toward autonomous learning, and the impact of autonomous learning on the students’ pronunciation achievement. This study used descriptive qualitative method and the subject was Guidance and Counseling department students. The data was collected by observation, field notes, documentation, voice recording, and questionnaire. The result revealed that autonomous learning could be as an alternative strategy in learning pronunciation because the pronunciation performance of the students was significantly increased on the last meeting. They looked more enthusiastic in learning pronunciation autonomously.

scholarly journals Smartphone Usage on Students Learning English: The Impact of School Policy

2018 ◽  
Vol 1 (2) ◽  
pp. 199-209
Author(s):  
BJ Pratiwi ◽  
Rini Nuryanti
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Daily Life ◽  
School Policy ◽  
Long Time ◽  
Academic Websites ◽  
The Impact ◽  
Listening And Speaking ◽  
Share Information ◽  
Learning English

This paper explores the reactions from students and teachers about the potential of using Smartphone on students learning in school. Today’s Smartphone is an important device of a user’s daily life because it has many applications. It can facilitates the users. In learning process, Smartphone can help the teachers and the students. Using Smartphone offers benefits when in learning process particularly in English. It facilitates the students to deliver their works and share information to their classmates through Whatsapp (WA). It can also help students to learn independenly in listening and speaking through English Listening & Speaking Application. Then the students can translate several words by using Dictionary Appilcation. Moreover, it can be stressed that internet in Smartphone can provide them with many resources to find diverse materials that they learned in English. However, using Smartphone has disadvantages and challenges in learning English. It makes students do things instantly. They do not focus to learn more. Furthermore, the students are spending long time for chatting in facebook, twitter, instagram, and other social media, browsing non-academic websites, playing games in the middle of the lesson, and cheating along the tests. In addition, the students can be addicted to use it.

scholarly journals Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 72-81
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

2021 ◽  
Vol 7 (2) ◽  
pp. 56
Author(s):  
Eleni Tympa ◽  
Vasiliki Karavida ◽  
Vasiliki Pfilippa
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Early Years ◽  
Exam Performance ◽  
Teaching Process ◽  
Interactive Teaching ◽  
University Teachers ◽  
Teachers And Students ◽  
The Right ◽  
The Impact

The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.

scholarly journals LEARNERS� STRATEGIES IN LEARNING ENGLISH PRONUNCIATION

2018 ◽  
Vol 2 (2) ◽  
pp. 07-14
Author(s):  
Mursidah Rahmah ◽  
Abdul Rosyid
Keyword(s):  
English Education ◽  
Cognitive Strategy ◽  
Study Program ◽  
Depth Interview ◽  
Education Study ◽  
English Pronunciation ◽  
Research Questions ◽  
The Impact ◽  
Learning English

The purpose of this research is to investigate the strategies applied by the learners in learning English pronunciation. This research attempts to answer the following research questions: (1) what are the strategies applied by the learners in learning English pronunciation? (2) What is the impact of the strategies applied by the learners toward their achievement in learning pronunciation? The participants of this study are 30 students who are still in the second semester in English Education Study Program, Pakuan University. The data were collected through classroom observation, questionnaire, and documentation in a form of audio recording, and in-depth interview with six representative participants. The major findings of this study are: (1) the strategies applied by the participants of this study are based on the strategies proposed by Calka (2001). From six strategies, cognitive strategy is the strategy whose the tactics mostly applied by the participants. (2) There is a good impact of pronunciation strategies toward pronunciation learning. The impacts are in a form of facilitating the process of learning and developing pronunciation ability and achievement.Keywords: EFL, Case Study, Pronunciation Learning StrategiesABSTRAKStrategi Pembelajar Bahasa Inggris dalam mempelajari Pronunciation Bahasa Inggris. Studi Kasus di Program Studi Pendidikan Bahasa Inggris, Universitas Pakuan. Tujuan penelitian ini adalah untuk menginvestigasi strategi yang diterapkan oleh pembelajar bahasa Inggris dalam mempelajari pronunciation Bahasa Inggris. Penelitian ini difokuskan untuk menjawab pertanyaan; (1) Apakah strategi yang diterapkan oleh pembelajar dalam memepelajari pronunciation bahasa Inggris? (2) Apakah dampak dari penerapan strategi belajar terhadap pembelajaran dan kemampuan pronunciation? Partisipan dalam penelitian ini adalah 30 mahasiswa semester 2 Program Studi Pendidikan Bahasa Inggris Universitas Pakuan.Pengumpulan data dilakukan dengan cara observasi dalam kelas, kuesioner, dokumentasi berupa rekaman suara partisipan saat membaca kata dan kalimat, serta interview perwakilan dari partisipan. Temuan dari penelitian ini antara lain; (1) Strategi yang diterapkan oleh partisipan adalah strategi yang disusun oleh Calka (2001). Dari enam strategi, kognitif strategi adalah strategi yang taktiknya paling banyak diterapkan oleh partisipan. (2) Ada dampak yang sangat baik dari penerapan strategi pembelajaran pronunciation terhadap kemampuan pronunciation. Dampak tersebut juga terlihat dari proses pembelajaran yang menjadi lebih mudah. Kata Kunci; EFL, Studi Kasus, Strategi Pembelajaran Pronunciation

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