scholarly journals Phonological Awareness of L1 Systemic Segmental Contrasts among Advanced ESL Speakers with Varied L1 Backgrounds

2021 ◽  
pp. 107-125
Author(s):  
Anita Buczek-Zawiła
Keyword(s):  
Phonological Awareness ◽  
Sound Production ◽  
English Department ◽  
Test Results ◽  
Intensive English ◽  
Sound System ◽  
Pronunciation Instruction ◽  
Sound Discrimination ◽  
Explicit Training ◽  
Longitudinal Examination

The paper explores the phonological awareness of L1 among advanced adult speakers of EFL in the context of L2 pronunciation training. The subjects are students of English with Polish, Spanish, Turkish and Russian L1 background. All subjects have participated in intensive English pronunciation instruction as part of their degree training, in the English Department at the Pedagogical University in Kraków. Two aspects are tar- geted for examination: perception of sound contrasts and awareness of contextual variants in L1, mostly those pertaining to the consonantal and vocalic inventories, all related to their L2 (English) production goals. The material is based on longitudinal examination of course test results over the span of 3 years. The analysis reveals low sound discrimination skills in the subjects’ L1, largely based on letter-to-sound correspondences and inability to see beyond print. Through explicit training in their L2 they become more sensitive to the inventory and the details of their L1 sound system, the awareness they can use to the advantage when targeting L2 sound production.

Item Context and /s/ Phone Articulation Test Results

1972 ◽  
Vol 15 (4) ◽  
pp. 852-860 ◽  
Author(s):  
Zoe Zehel ◽  
Ralph L. Shelton ◽  
William B. Arndt ◽  
Virginia Wright ◽  
Mary Elbert
Keyword(s):  
Test Score ◽  
Sound Production ◽  
Broad Context ◽  
Test Results ◽  
Production Task ◽  
Test Result

Fourteen children who misarticulated some phones of the /s/ phoneme were tape recorded articulating several lists of items involving /s/. The lists included the Mc-Donald Deep Test for /s/, three lists similar to McDonald’s but altered in broad context, and an /s/ sound production task. Scores from lists were correlated, compared for differences in means, or both. Item sets determined by immediate context were also compared for differences between means. All lists were found to be significantly correlated. The comparison of means indicated that both broad and immediate context were related to test result. The estimated “omega square” statistic was used to evaluate the percentage of test score variance attributable to context.

Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay

2004 ◽  
Vol 13 (3) ◽  
pp. 250-263 ◽  
Author(s):  
Susan Rvachew ◽  
Michele Nowak ◽  
Genevieve Cloutier
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Letter Recognition ◽  
Control Group ◽  
Language Therapy ◽  
Sound System ◽  
Perceptual Knowledge ◽  
Letter Sound ◽  
Perception Training ◽  
Experimental Group

Children with expressive phonological delays often possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the benefits of a perceptual approach to the treatment of expressive phonological delay. Thirty-four preschoolers with moderate or severe expressive phonological delays received 16 treatment sessions in addition to their regular speech-language therapy. The experimental group received training in phonemic perception, letter recognition, letter-sound association, and onset-rime matching. The control group listened to computerized books. The experimental group showed greater improvements in phonemic perception and articulatory accuracy but not in phonological awareness in comparison with the control group.

Discrimination Pretraining and Sound Learning

1965 ◽  
Vol 20 (3) ◽  
pp. 905-916 ◽  
Author(s):  
Harris Winitz ◽  
Linda Preisler
Keyword(s):  
Discrimination Training ◽  
Discrimination Learning ◽  
Discrimination Task ◽  
Sound Production ◽  
First Grade ◽  
Automatic Programming ◽  
Group A ◽  
Sound Discrimination ◽  
Group B ◽  
Sound Learning

Sound production learning as a function of sound discrimination learning was investigated. First grade Ss who were observed to utter /skrə'b/ for /srə'b/ were assigned to two discrimination pretraining groups ( N = 15 in each group): Group A, discrimination training on /skrə'b/-/srə'b/ and Group B, discrimination training on /sliyp/-/∫liyp/. The discrimination task was taught through the use of automatic programming devices. Following discrimination training it was found that /srə'b/ was uttered correctly by two-thirds of Ss in Group A, but was uttered incorrectly by all Ss in Group B. It was concluded that sound discrimination training effectively facilitated sound production learning and that automatic sound discrimination programming appears feasible.

scholarly journals Profile of phonological awareness in bilingual and monolingual children

CoDAS ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Lourdes Bernadete Rocha de Souza ◽  
Aline Gisele Conceição Leite
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Learning Difficulties ◽  
Female Students ◽  
Bilingual Children ◽  
Bilingual Students ◽  
Test Results ◽  
Cross Sectional ◽  
Significant Difference ◽  
Total Test

Purpose: To compare the performance of phonological awareness skills in bilingual and monolingual students of both genders. Methods: This research presents an observational, cross-sectional descriptive study conducted with 17 students from the 3rd grade, aged between seven years and 8 years and 11 months, with similar socioeconomic level, from two private schools, being one a monolingual school, and the other a bilingual one. Children at risk for auditory deprivation of any degree, those with learning difficulties, and children enrolled in the school less than two years were excluded from the research. A total of nine bilingual and eight monolingual students was tested using the Phonological Awareness Profile test. Results: The results showed that 64.7% of the 17 students tested reached the performance expected for their age, and 35.3% performed above expectation, being 83.3% of the latter bilingual students. The bilingual children presented better performance in the sequential rhyme skill and in the total test score, and the male bilingual children presented better performance in the phoneme addition skill. There was no statistically significant difference when comparing the performance of bilingual and monolingual female students. Conclusion: Bilingual children had greater command of phonemic awareness skill. Male bilingual children showed better performance when compared to their monolingual peers than female bilingual students.

scholarly journals EFL Students’ Ability to Identify Singular and Plural Nouns in Paragraph

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Nurma Dhona Handayani, Frangky Silitong
Keyword(s):  
Random Sampling ◽  
English Department ◽  
Sampling Techniques ◽  
Test Results ◽  
Efl Students ◽  
Fair Poor

This research aims to describe the ability of students to identify singular and plural nouns in the paragraph. The researchers use random sampling techniques to collect the data. Forty students at second semester of English Department in Putera Batam University are taken as the sample. In analyzing the data, researchers classify or categorize the ability of students into six levels: excellent, very good, good, fair, poor, and very poor. Based on the test results, it can be concluded that the ability of second semester students of English Department in Putera Batam University in identifying the singular and plural nouns in a paragraph is good. The results show that three students (7.5%) are categorized as excellent, ten students or 25% are categorized as very good, eleven students (27.5%) are categorized as good, six students (15%) are categorized as fair, six students (15%) are categorized as poor and four students (10%) are categorized as very poor. Therefore, it can be concluded that the ability of students is good.Keywords: singular, plural, paragraf.

scholarly journals EFFECTIVENESS OF LITERATURE CIRCLES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 1 (3) ◽  
pp. 179 ◽  
Author(s):  
Dini Irawati
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Experimental Research ◽  
Literature Circles ◽  
Control Group ◽  
English Department ◽  
Intensive English ◽  
First Semester ◽  
Quasi Experimental ◽  
Academic Year

This study reports an experimental study to see the effect of literatures circles to improve reading comprehension of English department students of  State Islamic Institute (IAIN) of Samarinda. A quasi experimental research using nonrandomized control group pretest-posttest design was conducted to see effectiveness of literature circles on students’ reading comprehension. A number of 24 students were taken as sample from the first semester students joining in an intensive English course program in  academic year 2011/2012. Using independent t-test, the analysis of the posttest means the finding yielded a t-value of 3.11. The t-value (3.11) is higher than the critical table 1.678 at p=.05 and df=44 (one-tailed).  The result evidently shows that literature circles contribute a significant effect to improve students’ reading comprehension.   

scholarly journals From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

ExELL ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 116-132
Author(s):  
Sanel Hadžiahmetović Jurida
Keyword(s):  
Undergraduate Students ◽  
English Department ◽  
Connected Speech ◽  
Sound System ◽  
Fluent Speech ◽  
Key Aspects ◽  
Academic Year ◽  
Year 2013 ◽  
Transcription Skills

Abstract The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

scholarly journals EXPRESSION OF CONNO EXPRESSION OF CONNOTATIVE MEANING IN ONOM TIVE MEANING IN ONOMATOPOEIA

2020 ◽  
Vol 4 (5) ◽  
pp. 76-80
Author(s):  
Anvar Askarovich Khaydarov ◽  
Keyword(s):  
Main Part ◽  
Sound Production ◽  
Artistic Expression ◽  
Emotional Expressiveness ◽  
Natural Sounds ◽  
Connotative Meaning ◽  
Sound System ◽  
Poetic Text

Introduction. There are various means of expressing emotional expressiveness in language, one of which is onomatopoeia. Onomatopoeia refers to the sound or phonetic imitation of what is being described. In onomatopoeia, words express natural sounds and have different connotative meanings. Main part. Sound production in speech acquires the character of artistic expression and performs a certain methodological function. One or another element of the sound system of the language used in prose or poetic text (vowels and consonants, stressed and unstressed syllables, pauses, different intonations, syntactic techniques, repetition of words). Results and discussion.

scholarly journals Designing Phonetic Alphabets for Bahasa Indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia

2020 ◽  
Vol 9 (3) ◽  
pp. 726-734
Author(s):  
Yeni Karlina ◽  
Amin Rahman ◽  
Raqib Chowdhury
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Computer Software ◽  
Sound System ◽  
English Classrooms ◽  
Pronunciation Instruction ◽  
Phonetic Transcription ◽  
English Pronunciation ◽  
Teachers And Students ◽  
Bahasa Indonesia

The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.

scholarly journals GANGGUAN BUNYI BAHASA KADAZANDUSUN DALAM SEBUTAN ARAB OLEH ETNIK KADAZANDUSUN DI RANAU, SABAH

2020 ◽  
pp. 69
Author(s):  
MOHD. TAQWUDIN BIN MOHD. YAZID ◽  
VERONICA PETRUS ATIN ◽  
SAIDATUL NORNIS HJ. MAHALI
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
The Elderly ◽  
Target Language ◽  
Language Transfer ◽  
Test Results ◽  
Transfer Product ◽  
Sound System ◽  
Consonant Phoneme

Gangguan bahasa ialah produk pemindahan bahasa yang berbentuk negatif daripada bahasa pertama (Kadazandusun) kepada bahasa sasaran (Arab). Berdasarkan perbezaan fonem konsonan yang terdapat dalam sistem bunyi kedua-dua bahasa tersebut, penutur jati Kadazandusun dijangka menghadapi kesukaran ketika menyebut huruf-huruf tertentu. Justeru, kajian ini bertujuan untuk merungkai hakikat gangguan bahasa dari sudut fonetik yang berlaku ketika penutur jati Kadazandusun menyebut huruf tersebut. Oleh itu, objektif pertama kajian ini adalah untuk mengenal pasti huruf bahasa Arab yang sukar untuk disebut berdasarkan gangguan bunyi bahasa Kadazandusun dan sebabnya. Objektif yang kedua pula ialah mengenal pasti huruf bahasa Arab yang mudah disebut oleh etnik Kadazandusun dan sebabnya. Kajian ini berbentuk kajian tindakan yang menggunakan satu set ujian sebutan yang diubah suai berasaskan teori Mahjub untuk mendapatkan skor sebutan sembilan bunyi fonem Arab. Responden kajian seramai 21 orang penutur jati Kadazandusun yang terdiri daripada kalangan remaja, dewasa dan warga tua. Pemilihan responden berasaskan keupayaan membaca al-Quran, penguasaan bahasa ibunda dan kawasan penempatan. Hasil ujian dinilai dengan khidmat nasihat daripada penilai yang pakar dalam bidang ilmu al-Quran dan Qiraat. Dapatan kajian mendapati bahawa   Language interference is the negative language transfer product from the first language (Kadazandusun) to the target language (Arabic). Based on consonant phoneme differences in the sound system of both languages, native speakers of Kadazandusun are expected to have difficulty in pronouncing certain Arabic letters. This study therefore was aimed atinvestigating language interference specifically on the aspect of phonetic that occurred when Kadazandusun native speakers pronounced these particular Arabic letters. The first objective of the study was to identify Arabic letters that posed difficulty in pronunciation due to Kadazandusun language interference and ascertain the reasons for this problem. The second objective was to identify Arabic letters that were easy for Kadazandusun speakers to pronounce and the reasons for this non-difficulty. This action research study utilised an adapted pronunciation test set based on theMahjub theory in order to obtain scores for nine Arabic pronunciations. The respondents consisted 21 Kadazandusun native speakers comprising teenagers, adults and the elderly. The selection of respondents was based on their ability to read the Quran, mother tongue mastery and their locality. Test results were evaluated with consultation from experts in Quran and Qira’at. Findings revealed [ ,[ ط ] ,[ ض ] ,[ صع ] ,[ ظ] ] and [ ح ] as letters that the speakers tend to mispronounce whereas [ أ ] ,[ ز ] ,[ ت ] ,[ د ] ,[ س ] ,[ غ ] ,[ خ ] ,[ ق ] and [ ه ] were easy to vocalise. This study has demonstrated that the level of similarities and differences between the  phonetic systems of the Kadazandusun and Arabic languages determine the level of interference during language transfer process. Hence it is recommended that the learning of Arabic pronunciation among Kadazandusun native speakers should begin with easier-topronounce letters initially and end with those that are more difficult.

Sign in / Sign up

Export Citation Format

Share Document