TONGUE-TWISTER AS A METHOD OF STUDENTS’ PRONUNCIATION TRAINING AT HANOI UNIVERSITY (INITIAL STAGE OF TRAINING)

This paper discusses the ways of employing tongue-twisters in training students’ pronunciation at the Hanoi University (the initial stage of training). The study analyzes the accent of students of the Hanoi University as well as the most common difficulties in the pronunciation of students. The article examines the similarity and differences in the pronunciation of the Russian and Vietnamese languages. The author of the research proposes suitable tongue-twisters and games that can be used in Russian language classes to practice pronunciation.

A escrita movediça de Paulo Leminski em Catatau / Paulo Leminski’s quick writing in Catatau

Resumo: Em Catatau (1975), obra subintitulada pelo próprio autor como “romance-ideia”, Paulo Leminski vive a aventura da própria escrita e cria seu texto a partir da permeabilidade das palavras, das línguas, dos tempos e dos espaços, mostrando o escritor como locutor e o leitor como ouvinte de suas palavras-ímãs. Nesse sentido, o objetivo deste artigo consiste em verificar como esse percurso da escrita leminskiana em Catatau conflui para construção de uma escrita movediça, culminando numa reflexão acerca do fazer literário, traço recorrente na obra do autor. Destaca-se, então, o tecer da escrita de Catatau mediante o entrelaçar constante de aliterações, jogos tipográficos, parônimos, justaposições, trava- línguas, num ritmo próprio, como um turbilhão de linguagem. Para que se possa circular nesse redemoinho, buscou-se comparar a escrita do “romance-ideia” com alguns de seus textos poéticos e dialogar com ideias de Jacques Derrida (1973), Gilles Deleuze (1997), Anne-Marie Christin (2006), Márcia Arbex (2006), Arnaldo Antunes (2005) e Jorge Luis Borges (2011). Percebe-se que a escrita de Paulo Leminski está sempre no percalço da palavra, seguindo seus rastros, seja por meio do som ou da imagem. Em Catatau, a escrita é como um laboratório em que a linguagem é experimentada nos níveis sonoro, sintático e imagético sempre em busca de uma explosão de sentidos surpreendentes.Palavras-chave: Paulo Leminski; Catatau; escrita; som; imagem.Abstract: In Catatau (1975), a work subtitled by the author himself as a “novel idea”, Paulo Leminski lives the adventure of writing itself and criates his text from the permeability of words, languages, times and spaces, showing the writer as a speaker and the reader as a listener of his magnets words. In this sense, the purpose of this article is to verify how this path of Leminskian writing in Catatau converges to the construction of a quick writing, culminating in a reflection on literary practice, a recurring feature in the author’s work. Then, the weaving of Catatau’s writing stands out through the constant interweaving of alliterations, typographical games, paronyms, juxtapositions, tongue twisters, in a proper rhythm, like a whirlwind of language. In order to be able to circulate in this whirlwind, we sought to compare the writing of the “novel-idea” with some of its poetic texts, dialoguing with the ideas of Jacques Derrida (1973), Gilles Deleuze (1997), Anne-Marie Christin (2006) and Márcia Arbex (2006), Arnaldo Antunes (2005) and Jorge Luis Borges (2011). It is noticed that the writing of Paulo Leminski is always in the hitch of the word, following its tracks, either through sound or image. In Catatau, writing is like a laboratory where the language is experienced at sound, syntactic and imagery levels, always in search of an explosion of surprising meanings.Keywords: Paulo Leminski; Catatau; writing; sound; image.

El trabalenguas como estrategia para desarrollar la fluidez verbal en Educación Básica Elemental

Los trabalenguas vienen a ser un grupo de palabras que tiene dificultad para pronunciar, comparten sonidos semejantes que deben ser recitados con fluidez. Se podría consideras que es un juego que entretiene a los niños puesto que busca que ellos pronuncien los trabalenguas sin equivocarse. Los ejercicios a través de los trabalenguas mejoran el desarrollo de la fluidez verbal, aporta no solo la pronunciación, sino también la vocalización correcta de sonidos y palabras, finalmente fortalecerán el proceso en su etapa de desarrollo de la memoria. El presente trabajo hace referencia a los trabalenguas como estrategia para desarrollar la fluidez verbal. Se procedió a la construcción del marco teórico para fundamentar apropiadamente la temática planteada, en base a la información recopilada de libros, folletos, revistas e internet. Establecida la metodología de la investigación se elaboró los instrumentos adecuados para la recolección y el procesamiento de la información. Posteriormente se realizó el análisis cualitativo de las variables investigadas, procediéndose a analizar los postulados de ciertos autores a manera de discusión, pudiendo así establecer las conclusiones pertinentes. PALABRAS CLAVE: trabalenguas; juegos de palabras; fluidez verbal; desarrollo del niño. Tongue twister as a strategy to develop verbal fluidity in Elementary Basic Education ABSTRACT Tongue twisters come to be a group of words that have difficulty pronouncing, they share similar sounds that must be recited fluently. It could be considered that it is a game that entertains children since it seeks that they pronounce the tongue twisters without making mistakes. The exercises through the tongue twisters improve the development of verbal fluency, provide not only pronunciation, but also the correct vocalization of sounds and words, finally they will strengthen the process in its stage of memory development. This paper refers to tongue twisters as a strategy to develop verbal fluency. The theoretical framework was built to properly support the issue raised, based on the information collected from books, brochures, magazines, and the Internet. Once the research methodology was established, the appropriate instruments were developed for the collection and processing of information. Subsequently, the qualitative analysis of the investigated variables was carried out, proceeding to analyze the postulates of certain authors by way of discussion, thus being able to establish the pertinent conclusions. KEYWORDS: tongue twisters; word games; verbal fluency; child development.

THE POWER OF TONGUE TWISTERS STRATEGY TO INCRAESE THE STUDENTS’ SPEAKING ABILITY

Tongue twisters have been explored by some researchers to increase the students’ speaking ability. The researcher has an opportunity to research significant effectiveness difference between tongue twisters strategy and direct interaction strategy to increase students’ speaking accuracy (pronunciation) and fluency (content). A quasi-experimental design is employed with two classes of the eight graders of SMP Muhammadiyah 12 Perumnas Makassar selected purposively as the sample. The data is obtained through a pre-test and a posttest. The findings are analyzed using statistically using independent t-test procedure. Based on the post-test calculation the value of t-test is higher than the value of t-table, 2,04 < 3,03. According to the result, the alternative hypothesis is not rejected. It can be concluded that there is a significant effectiveness difference between students' ability to speak English who are taught by using tongue twisters strategy and those who are guided by using direct interaction strategy on post-test of speaking accuracy and fluency. Tongue twisters strategy is more effective in increasing the students’ speaking ability on speaking accuracy and fluency than direct interaction strategy. Based on students’ speaking products, it can be show that students understand the role of speaking. The students’ speech sound is more natural.

THE EFFECTIVENESS OF TONGUE TWISTERS STRATEGY TO INCRAESE THE STUDENTS’ SPEAKING ABILITY

Tongue twisters have been explored by some researchers to increase the students’ speaking ability. The researcher has an opportunity to research significant effectiveness difference between tongue twisters strategy and direct interaction strategy to increase students’ speaking accuracy (pronunciation) and fluency (content). A quasi-experimental design is employed with two classes of the eight graders of SMP Muhammadiyah 12 Perumnas Makassar selected purposively as the sample. The data is obtained through a pre-test and a post-test. The findings are analyzed using statistically using independent t-test procedure. Based on the post-test calculation the value of t-test is higher than the value of t-table, 2,04 < 3,03. According to the result, the alternative hypothesis is not rejected. It can be concluded that there is a significant effectiveness difference between students' ability to speak English who are taught by using tongue twisters strategy and those who are guided by using direct interaction strategy on post-test of speaking accuracy and fluency. Tongue twisters strategy is more effective in increasing the students’ speaking ability on speaking accuracy and fluency than direct interaction strategy. Based on students’ speaking products, it can be show that students understand the role of speaking. The students’ speech sound is more natural.

THE EFFECTIVENESS OF TONGUE TWISTERS STRATEGY TO INCRAESE THE STUDENTS’ SPEAKING ABILITY

Tongue twisters have been explored by some researchers to increase the students’ speaking ability. The researcher has an opportunity to research significant effectiveness difference between tongue twisters strategy and direct interaction strategy to increase students’ speaking accuracy (pronunciation) and fluency (content). A quasi-experimental design is employed with two classes of the eight graders of SMP Muhammadiyah 12 Perumnas Makassar selected purposively as the sample. The data is obtained through a pre-test and a post-test. The findings are analyzed using statistically using independent t-test procedure. Based on the post-test calculation the value of t-test is higher than the value of t-table, 2,04 < 3,03. According to the result, the alternative hypothesis is not rejected. It can be concluded that there is a significant effectiveness difference between students' ability to speak English who are taught by using tongue twisters strategy and those who are guided by using direct interaction strategy on post-test of speaking accuracy and fluency. Tongue twisters strategy is more effective in increasing the students’ speaking ability on speaking accuracy and fluency than direct interaction strategy. Based on students’ speaking products, it can be show that students understand the role of speaking. The students’ speech sound is more natural.

Compliment responses in Icelandic

Compliment responses are speech acts assumed to mirror cultural appropriateness. In this sense, a review of responses to compliments offers cues about the ways in which speakers react to dialogic strategies of politeness. In order to examine how Icelanders react to compliments, an Elicitation Experiment (EE) was designed to evoke natural responses. It consisted in asking a group of 81 Icelandic informants (46 female, 35 male) to read tongue-twisters in Dutch and Spanish during a set of interviews. Informants were complimented based on their performance and their responses were recorded. Based on 162 exchange tokens, it is possible to conclude that not agreeing to compliments is the most common way of reacting to compliments in Iceland.