spoken english
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2022 ◽  
Vol 72 ◽  
pp. 101298
Flavio Bertini ◽  
Davide Allevi ◽  
Gianluca Lutero ◽  
Laura Calzà ◽  
Danilo Montesi

2022 ◽  
Vol 6 ◽  
Bahaa A. Muslim Abdul-Ameer Al-Zobaidy

The practical formula of this paper helps the readers (EFL learners) how can they work by themselves to explain and realize the articulation of the English consonant sounds. However, the theoretical material is necessary for anyone who needs to understand the principles of regulating these sounds in spoken English. Most of the readers (EFL students) are aware of the importance of linguistics topics, but they do not have sufficient basic knowledge to understand these topics, especially Phonetics and Phonology. It is an endeavour to show the general categorization existing in consonants on the phonological aspects. Most of the time, there are three labels that are given a little awareness in instructors’ lectures to EFL students as if they existed worthless. Thus, while explaining the English consonant sounds, it is recommended that the EFL instructors should pay equal awareness to these labels with different class activities. The quantity of data displayed in some figures with (151) examples as part of direct education. These data were procured from Google Scholars, Google Books and other websites.

2022 ◽  
Vol 10 (4) ◽  
pp. 160-168
Ru’a Salim Mahmood ◽  
Hussein Ali Ahmed

Abstract The terms Spoken Grammar was coined by the two corpus grammarians, Ronald Carter and Mike McCarthy. In the 19th century,  it came under the impact  of a number of local dialects represented by the cockney dialect in London, and the Lothian dialect in Edinburgh. The discussions, debates and studies on Spoken grammar have led to the specification of three main viewpoints concerning the existence of this types of grammar. The viewpoints entail  that (1) grammatical rules do not govern spoken language, which is disorderly and disordered; (2) Speaking English lacks a distinct grammar. It has the same syntax as written English grammar; and (3) spoken language is regulated by a separate grammar with its own set of rules and conventions; i.e. it has its own grammar represented by its own set of rules, regulations, and classifications compared to those of the written language. T validate or refute the implications of the preceding viewpoints, relevant literature concludes that spoken grammar is quite prevalent in everyday conversational spoken English. It is characterized by being more flexible and less strict compared to written grammar. This is so because the informal context of using spoken grammar makes it have a syntax that varies from the traditional written grammar in a number of aspects. This purely theoretical  research aims at shedding light on the definition, meaning, principles and the main characteristics of spoken grammar. The emphasis on the distinctive features of spoken grammar has triggered the researchers to focus on a further point of discussion, namely the differences between spoken and written grammar. To substantiate such differences, examples from closely relevant grammatical literature have also been provided. The research ends with some concluding points drawn upon from the preceding discussed and presented points.

2021 ◽  
Vol 1 (4) ◽  
pp. 63-69
Satriani Satriani ◽  
Muhammad Hasbi

The service team provides solutions based on the results of an analysis of the situation and problems faced by partners to increase opportunities for youth members to be immediately accepted to work after completing their education at vocational high schools. In terms of the solution's form, namely training and mentoring for youth members to practice spoken English using the drilling and repetition method, the results obtained at the end of this service were: (1) positive and enthusiastic response from members of the youth organization; (2) increased awareness of the importance of spoken English proficiency; (3) willingness to take risks in order to participate; (4) increased spoken English vocabulary, grammar, and pronunciation; (5) greater access to recorded voices of foreign speakers; and (6) more opportunities to practice speaking English in dynamic and enjoyable (but not monotonous) settings. (7) the availability of foreign speakers' voices in the form of mp3 recordings; (8) in their spare time, members of the youth organization are encouraged to listen to foreign speakers' voices, imitate them, and practice independently; and (9) after the training and mentoring is completed, the future availability of online sites for accessing and downloading learning media files.

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Junlong Ren

Aiming at the low confidence of traditional spoken English automatic evaluation methods, this study designs an automatic evaluation method of spoken English based on multimodal discourse analysis theory. This evaluation method uses sound sensors to collect spoken English pronunciation signals, decomposes the spoken English speech signals by multilayer wavelet feature scale transform, and carries out adaptive filter detection and spectrum analysis on spoken English speech signals according to the results of feature decomposition. Based on multimodal discourse analysis theory, this evaluation method can extract the automatic evaluation features of spoken English and automatically recognize the speech quality according to the results. The experimental results show that, compared with the control group, the designed evaluation method has obvious advantages in confidence evaluation and can solve the problem of low confidence of traditional oral automatic evaluation methods.

Javier Calle-Martín ◽  
Juan Lorente-Sánchez

The intensifiers this and that acquired their intensifying function as a result of a grammaticalization process by means of which deictic demonstratives became degree adverbs with the meaning “to this or that extent, so much, so.” The phenomenon spread in the early nineteenth century as a typical resource of spoken English, and since then these intensifiers have found a niche in the written domain by imposing a scalar construal on adjectives for which scale is not the default. Even though these intensifiers are observed in practically all the varieties of English around the world, they predominate in American English, with its use in all the other inner circle varieties lagging well behind. In the outer circle varieties, the construction is also subject to some geographical preferences. The present article has two objectives: to evaluate the role and distribution of this and that as intensifiers in selected Asian varieties of English and to analyze the lexicosemantic structure of their right-hand collocates in terms of word class and mode of construal. The study demonstrates, firstly, the existence of different stages of grammaticalization of this and that, the latter having a wider repertoire of collocates; and secondly, an ongoing process of colloquialization and Americanization of the phenomenon, which is contributing to its growing diffusion in the outer circle varieties of English. The evidence comes from the Indian, Hong Kong, Singaporean and Philippines components of the Corpus of Global Web-based English.

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Shuli Wang ◽  
Xiuchuan Shi

In order to improve the pronunciation accuracy of spoken English reading, this paper combines artificial intelligence technology to construct a correction model of the spoken pronunciation accuracy of AI virtual English reading. Moreover, this paper analyzes the process of speech synthesis with intelligent speech technology, proposes a statistical parametric speech based on hidden Markov chains, and improves the system algorithm to make it an intelligent algorithm that meets the requirements of the correction system of spoken pronunciation accuracy of AI virtual English reading. Finally, this paper combines the simulation research to analyze the English reading, spoken pronunciation, and pronunciation correction of the intelligent system. From the experimental research results, the correction system of spoken pronunciation accuracy of AI virtual English reading proposed in this paper basically meets the basic needs of this paper to build a system.

2021 ◽  
pp. 18-22
Christopher Allen ◽  
Stella Hadjistassou ◽  
David Richardson ◽  
Tina Waldman

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in Zoom in which student teachers gave feedback on each other’s project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the Covid-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training.

2021 ◽  
pp. 1-16
Veronica G. Sardegna

Abstract Research has increasingly demonstrated that pronunciation difficulties in English can seriously affect learners’ intelligibility and ability to comprehend spoken English. It is thus crucial that we find ways of helping learners of English become more intelligible. In this talk, I present compelling research evidence in support of a strategy-based pronunciation instruction model, and uncover individual learner, teacher, and instructional variables affecting long-term improvement. Findings from my published and ongoing studies involving different groups of learners and teachers highlight the critical role of teachers in self-regulated learning, and suggest the need for methodological refinements to the model. The results show that students’ self-regulated efforts at learning can be further enhanced and supported if combined with goal-setting and awareness-raising activities, online speech models and resources, video-recordings to assess progress, guided reflections on oral assignments, ongoing feedback, and re-assessments of goals after improvement. I conclude the talk with a discussion of these methodological refinements and possible avenues for future research.

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