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English pronunciation

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English pronunciation

  1. 1. 1<br />English Pronunciation for students in University of Technology in Taiwan: Problems, Distracting Factors, and Learning Strategies<br />Presenter: Lulu Chang <br />Instructor: Dr. Pi-Ying Teresa Hsu<br />June 1, 2011<br />Pronunciation<br />N<br />O<br />Q<br />S<br />Z<br />P<br />J<br />M<br />A<br />B<br />D<br />E<br />F<br />G<br />H<br />I<br />K<br />R<br />V<br />C<br />L<br />T<br />W<br />X<br />Y<br />U<br />
  2. 2. Content<br />Introduction<br /> 1. Background <br /> 2. Motivation<br />Literature Review<br />Methodology<br />2<br />
  3. 3. Background<br />English education are asked to be learned for almost all non-English speaking countries. Speaking English intelligibly or comprehensibly has become more and more important with globalization. <br />(Ladegaard & Sachdev, 2006; Leontovich, 2005)<br />3<br />
  4. 4. Background<br />Non-native speakers of English are more likely to carry the pronunciation rules from their mother tongue into their English speech.<br />(Fromkin, Rodman, & Hyams, 2003)<br />4<br />
  5. 5. Background<br />5<br />Learner who has complete idea of the standard is able to express precisely by the various pronunciations so that it would be attribute the happening of self-correction.<br /> (Ellis, 1994)<br />
  6. 6. Motivation<br />6<br />Poor pronunciation could have made non-native speakers experience the problems like complete breakdown in communication, ineffective speech performance, and false judgment about personal qualities, non-anticipatory reactions from listeners.<br />(Celce-Murcia, Brinton, & Goodwin, 2000)<br />
  7. 7. Motivation<br />Learners who can speak with accurate pronunciation have better understanding of their interlocutors, express themselves sufficiently and own higher emotional quotient and motivation in learning and working.<br /> (Wu, 1993)<br />7<br />
  8. 8. Content<br />Introduction<br />Literature Review<br /> 1. Phonology awareness<br /> 2. Pronunciation problems<br /> 3. Tongue twisters/ Songs<br /> 4. Purpose of the study<br /> 5. Research Question<br />Methodology<br />8<br />
  9. 9. Phonology awareness<br />(Richmond,1998)<br />9<br />
  10. 10. Pronunciation problems-for Taiwanese students (examples)<br /> English Sound - Common Error -<br />/th/ “thin” /s/ “sin”<br />/th/ “thin” /f/ “fin”<br />/r/ “rice” /l/ “lice”<br />/r/ “church” /x/ “chuch”<br />/sh/ “Shelly” /s/ “selly”<br />/s/ “see” /T/ dead in taiwanese<br />Native language will produce difficulty in target language learning.<br />(Chen, 1999)<br />10<br />
  11. 11. Tongue twister<br />Minimal pair is what we so called tongue twister. The concept of minimal pair has effectiveness theoretically existence to benefits students.<br />(Browyer, 2004)<br />11<br />
  12. 12. Minimal pair/Tongue twister<br />i: / I<br />(Browyer, 2004)<br />s / th<br />(Browyer, 2004)<br />12<br />
  13. 13. Children songs<br />Alphabet Sounds from Sounds Like Fun: <br />http://www.youtube.com/watch?v=U3S3OX6HQm4&feature=related<br />12345 :<br />http://www.youtube.com/watch?v=NDSOMy7WN_Q<br />Most of the children songs was designed for English learning. <br />13<br />
  14. 14. Purpose of Study<br />14<br /><ul><li>to explore the English pronunciation problems on the Technical university students
  15. 15. to examine the effect of tongue twister and sing songs on students’ pronunciation</li></li></ul><li>Research Questions<br />What are Taiwan technical university students’ English pronunciation problems in segmental aspects?<br />1.<br />What are Taiwan technical university students’ English problems in prosodic aspects?<br />2.<br />What are the error types of Taiwan technical university students’ English pronunciation problems?<br />3.<br />What are the factors responsible for Taiwan technical university students’ English pronunciation problems?<br />4.<br />What are the improvements in each groups? And what kind of instrument help students perform better in pronunciation and in what way?<br />5.<br />15<br />
  16. 16. Content<br />Introduction<br />Literature Review<br />Methodology<br /> 1. Participants<br /> 2. Procedures<br /> 3. Instrument<br /> 4. Statistical Analysis <br />16<br />
  17. 17. Participants<br />17<br />60 students<br />1. Chaoyung university <br /> of technology<br />2. freshmen<br />3. non-English major<br />4. basic level<br />
  18. 18. 18<br />Procedure<br />Pre-test<br />Word recognition test<br />(at the beginning of semester)<br />1 semester<br />Group 1<br />Tongue twisters<br />Group 2<br />Children songs<br />Same word recognition test<br />(at the end of semester)<br />Post-test<br />
  19. 19. Instrument:Word recognition test<br />used by Chaoyung English Center (100 words)<br />words in the test were picked from:<br />Ministry of Education<br />Brown Corpus<br />CEDAL<br />CobuildEnglish Dictionary <br />for Advanced Learners<br />This word recognition test had been wildly used by researchers, Sun, L.-Y., Chang, C., and Ho, C.-S. (2002) <br />19<br />
  20. 20. Samples of the word test<br />Arm<br />1<br />0<br />1<br />Meaning<br />0<br />Total:<br />2<br />1<br />0<br />20<br />
  21. 21. Statistical Analysis<br />Descriptive Analysis<br />What are Taiwan technical university students’ English pronunciation problems in segmental aspects?<br />1.<br />What are Taiwan technical university students’ English problems in prosodic aspects?<br />2.<br />What are the error types of Taiwan technical university students’ English pronunciation problems?<br />3.<br />What are the factors responsible for Taiwan technical university students’ English pronunciation problems?<br />4.<br />21<br />
  22. 22. What are the improvements in each group? And what kind of instrument help students perform better in pronunciation and in what way?<br />5.<br />22<br />Statistical Analysis<br />T-test<br />
  23. 23. Thank you for the attention!<br />23<br />
  24. 24. Q & A<br />24<br />

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