The Errors Made in the Pronunciation of Moroccan EFL LearnersMohamed Benhima
Abstract
The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
The Errors Made in the Pronunciation of Moroccan EFL LearnersMohamed Benhima
Abstract
The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
ESL 231 - CRISALDO H CORDURA - Why Formal Links are not Enough.pptxCRISALDO CORDURA
This is a copy of my presentation of "Why Formal links are not Enough" that was based from the resources provided by the school.
Some data from the slides was also taken from Discourse_Analysis_Unit_II_ 2013.pdf (lenguasvivas.org)
Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
ESL 231 - CRISALDO H CORDURA - Why Formal Links are not Enough.pptxCRISALDO CORDURA
This is a copy of my presentation of "Why Formal links are not Enough" that was based from the resources provided by the school.
Some data from the slides was also taken from Discourse_Analysis_Unit_II_ 2013.pdf (lenguasvivas.org)
I was assigned to be a moderator for one week in the Psych.Foundations of Education course that I am taking this semester. I prepared this presentation as an overview of Social Cognitive Views of Learning, the topic that was discussed during that week.
New teachers helps you develop your own philosophy of teaching. It deals with philosophical and psychological approachs of conceptualizing learning; learning styles, 21st century goals,etc.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Jarvis learning process theory
1. Jarvis Learning Process Theory Ramon Garcia Walden University Richard W. Riley School of Education and Leadership EdD Student EDUC 8101
2. Questions and Models to be addressed What came before Jarvis’ sTheory? Models of Experiential Learning Jarvis’ Model Role of Educators?
3. What came before Jarvis’s Theory? Kolb’s Learning Theory Model An openness and willingness to involve oneself in new experiences Observation and reflective skills Analyze new ideas by observation Decision making and problem solving skills
5. Models of Experiential Learning Boud and Walker (1991) Usher, Bryant, and Johnson’s (1997) Both theories are situational learning Focus on learner Reflection on action, personal foundation of experience Return to experience and examine feelings, and reevaluation of experience
6. Jarvis’s Learning Model In Jarvis’s model a person brings his or hers biography Our experiences are affected by our psychological history. Model includes a person experimenting on the environment and thinking about and monitoring ones practice as it happens. Jarvis’s model indicates that the more experiences we have the less we learn from them, because we seem choose what is familiar and deny ourselves new learning
8. Role of Educators’ Critical Reflection Challenge Learners Coach or Mentor Evaluate and assess
9. The Color Purple Nellie is Separated Ones Biography comes with experiential learning. Double Click on Icon.
Editor's Notes
Good day. I am Ramon Garcia and today we will be looking at one of the Experience and Learning Theories developed by Peter Jarvis. While attending a workshop a few years ago I noticed that as example problems were solved by participants they gained more knowledge on how to solve the problems by working more and more of the same type of practice problems. Experience enabled each participant to explain and use several different strategies to solve the problems.
In this presentation we will address the following questions and models. (Read slide outloud)
Jarvis’s theory is built upon the original theory developed by David Kolb in 1984. Kolb and Jarvis theories are both developed from the constructivist point of view. (Read Slide)
As you can see Kolb’s model is direct learning from experience, to reflecting, generalizing and applying. The cycle continues till the task becomes concrete. This model ultimately became Jarvis’s basic model for his learning theory. The learners context is not taken into consideration in this model. Experience and reflection are not related.
These two models of experiential learning are situational in nature. A situation is presented to the learner, and is observed. The facilitator may intervene, and eventually have the learner reflect and form a personal foundation of the experience. Usher, Bryant and Johnson argue that emotion plays a vital part in the learning process.
Jarvis learning model builds from David Kolb’s model and includes the following: (Read the slide).
Discuss model. (Read Slide)
Be a facilitator of reflection of the experience and encourage discussion and reflect on the new experience. Challenge students assumptions. Involve students in role-plays or problem-based learning exercises. Become the students coach or mentor. Coaching is skill learning. The mentor is the life guide. Assess the learning and provide feedback to the student. I need to mention that in the situational learning experience it is the community of practice.
Jarvis mentions that ones biography comes with ones experience. The sisters have clearly learned from each other through experience and will never be separated.
