A brief analysis of reasons why pronunciation and the IPA should be explicitly taught in English lessons. Done with fellow professor Adriana Rivera in 2009.
Skills and strategies for proficient listeningJovenel Dadulla
A discussion of how ESL teachers can use listening in teaching English as a Second Language. It also has a developmental view of listening strategies that can be used.
ABSTRACT
This study aims to indentify and analyze errors of English consonant sound of dental fricative. It looks at the kind of dental fricatives sound those are /ð/ and /Ɵ/ which the students of third semester in class A of English department at STKIP-PGRI Lubuklinggau at academic year of 2015/2016 are expected to produce correctly and fluently. In this study, the pattern of the pronunciation of dental fricatives at the syllable initial and middle position of twenty six students of English study program at STKIP-PGRI Lubuklinggau. The data in this study were collected by using recording technique with the instrument was conversation script. They practiced the conversation script, while the writer recorded their conversation. The students’ recording were identified and analyzed through listened the recorder and made the phonemic transcription of their conversation. During the writer listened the conversation, the writer underline the word which error or incorrect in pronouncing the words that included the dental fricative sound of /ð/ and /Ɵ/. The finding of the study showed that errors were unavoidable. The students almost made the same errors in pronouncing the words of dental fricative sound of /ð/ and /Ɵ/, but the most errors were founded in pronouncing dental fricatives sound /Ɵ/.
Key words: error, pronunciation, dental fricatives sound of /ð/ and /Ɵ/, accuracy and fluency, and error analysis.
In Indonesia, the students find the problem how to pronounce English well. It is happened because the variation of the language and dialects are influenced by many areas in Indonesia. Also, the different nature of each language influences how to produce a good pronunciation of a particular language. Pronunciation becomes important when the speaker wants to tell his ideas to the listener. If the speaker makes a mistake in pronouncing the word, the listener may not understand what the speaker means.
Pronunciation, is one of the textbooks containing course materials arranged by Mr. Rifki Amin –who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang. The arrangements of these course materials have been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the syllabus of the related course.
Tangerang, August 2015
Rifki Amin, M. Pd.
A Study of Consonant Clusters in an EFL Context ............................................................................................................ 1
Ruhollah Khanbeiki and Seyed Jalal Abdolmanafi-Rokni
Do Emotional-Social Intelligence, Caring, Moral Judgment and Leadership of Physical Therapy Students Predict
their Clinical Performance? ................................................................................................................................................ 15
Hélène Larin and Jean Wessel
Integrating Teaching Resources and Assessment Tasks to Enhance Student Experience........................................... 28
Dr Sujana Adapa
Clustering Analysis of Attitudes of Prospective Computer Programmers towards Programming .......................... 40
Özcan ÖZYURT and Hacer ÖZYURT
Does Inquiry-Learning Support Long-Term Retention of Knowledge? ....................................................................... 51
Sarah Schmid and Franz X. Bogner
Enhancing Agricultural Education Lecturers’ Teaching Effectiveness in Nigeria Colleges of Education: The
Human Resource Supervision Perspective........................................................................................................................ 71
Camilus Bassey Ben and Ajigo Ikutal
Middle School Students Academic Motivation: A Missing Element in a General Education Quality Improvement
Program in Ethiopia ............................................................................................................................................................ 84
Abebe Kinde Getachew
Evaluating Asynchronous Discussion as Social Constructivist Pedagogy in an Online Undergraduate
Gerontological Social Work Course ................................................................................................................................... 94
Cari L. Gulbrandsen, Christine A. Walsh, Amy E. Fulton, Anna Azulai and Hongmei Tong
The Amalgamation of Conventional Universities and Open/ Distance Learning and their Effects on Students’
Performances ...................................................................................................................................................................... 112
Saher H. EL-Annan Ph.D
A brief analysis of reasons why pronunciation and the IPA should be explicitly taught in English lessons. Done with fellow professor Adriana Rivera in 2009.
Skills and strategies for proficient listeningJovenel Dadulla
A discussion of how ESL teachers can use listening in teaching English as a Second Language. It also has a developmental view of listening strategies that can be used.
ABSTRACT
This study aims to indentify and analyze errors of English consonant sound of dental fricative. It looks at the kind of dental fricatives sound those are /ð/ and /Ɵ/ which the students of third semester in class A of English department at STKIP-PGRI Lubuklinggau at academic year of 2015/2016 are expected to produce correctly and fluently. In this study, the pattern of the pronunciation of dental fricatives at the syllable initial and middle position of twenty six students of English study program at STKIP-PGRI Lubuklinggau. The data in this study were collected by using recording technique with the instrument was conversation script. They practiced the conversation script, while the writer recorded their conversation. The students’ recording were identified and analyzed through listened the recorder and made the phonemic transcription of their conversation. During the writer listened the conversation, the writer underline the word which error or incorrect in pronouncing the words that included the dental fricative sound of /ð/ and /Ɵ/. The finding of the study showed that errors were unavoidable. The students almost made the same errors in pronouncing the words of dental fricative sound of /ð/ and /Ɵ/, but the most errors were founded in pronouncing dental fricatives sound /Ɵ/.
Key words: error, pronunciation, dental fricatives sound of /ð/ and /Ɵ/, accuracy and fluency, and error analysis.
In Indonesia, the students find the problem how to pronounce English well. It is happened because the variation of the language and dialects are influenced by many areas in Indonesia. Also, the different nature of each language influences how to produce a good pronunciation of a particular language. Pronunciation becomes important when the speaker wants to tell his ideas to the listener. If the speaker makes a mistake in pronouncing the word, the listener may not understand what the speaker means.
Pronunciation, is one of the textbooks containing course materials arranged by Mr. Rifki Amin –who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang. The arrangements of these course materials have been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the syllabus of the related course.
Tangerang, August 2015
Rifki Amin, M. Pd.
A Study of Consonant Clusters in an EFL Context ............................................................................................................ 1
Ruhollah Khanbeiki and Seyed Jalal Abdolmanafi-Rokni
Do Emotional-Social Intelligence, Caring, Moral Judgment and Leadership of Physical Therapy Students Predict
their Clinical Performance? ................................................................................................................................................ 15
Hélène Larin and Jean Wessel
Integrating Teaching Resources and Assessment Tasks to Enhance Student Experience........................................... 28
Dr Sujana Adapa
Clustering Analysis of Attitudes of Prospective Computer Programmers towards Programming .......................... 40
Özcan ÖZYURT and Hacer ÖZYURT
Does Inquiry-Learning Support Long-Term Retention of Knowledge? ....................................................................... 51
Sarah Schmid and Franz X. Bogner
Enhancing Agricultural Education Lecturers’ Teaching Effectiveness in Nigeria Colleges of Education: The
Human Resource Supervision Perspective........................................................................................................................ 71
Camilus Bassey Ben and Ajigo Ikutal
Middle School Students Academic Motivation: A Missing Element in a General Education Quality Improvement
Program in Ethiopia ............................................................................................................................................................ 84
Abebe Kinde Getachew
Evaluating Asynchronous Discussion as Social Constructivist Pedagogy in an Online Undergraduate
Gerontological Social Work Course ................................................................................................................................... 94
Cari L. Gulbrandsen, Christine A. Walsh, Amy E. Fulton, Anna Azulai and Hongmei Tong
The Amalgamation of Conventional Universities and Open/ Distance Learning and their Effects on Students’
Performances ...................................................................................................................................................................... 112
Saher H. EL-Annan Ph.D
Pronunciation is a crucial aspect of Language Teaching. Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.
This document details some important aspects of teaching Pronunciation to EFL learners
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Pronunciación inglesa i
1. 1
UNIVERSIDAD TECNOLÓGICA DE PEREIRA
FACULTAD DE BELLAS ARTES Y HUMANIDADES
LICENCIATURA EN LENGUA INGLESA
Asignatura: Pronunciación inglesa I
Código: LI133
Intensidad: 3 horas semanales
Pre-requisito: No
Créditos: 3
“The voice is articulated by the lips and the tongue… Man speaks by means of the air
which he inhales into his entire body and particularly into the body cavities. When the air
is expelled through the empty space it produces a sound, because of the resonances in
the skull. The tongue articulates by its strokes; it gathers the air in the throat and pushes
it against the palate and the teeth, thereby giving the sound a definite shape. If the
tongue would not articulate each time, by mean of its strokes, man would not speak
clearly and would only be able to produce a few simple sounds”
Hippocrates, De Carnibus, VIII
1. General Description
Phonetics is a branch of linguistics that comprises the study of the sounds of human
speech. It is concerned with the physical properties of speech sounds (phones): their
physiological production, acoustic properties, auditory perception, and neurophysiological
status. English Pronunciation I is the first of two courses designed to enable students to
identify, describe, and reproduce the basic elements of the English phonemic system.
The course focuses on the physiological processes involved in the speech production, the
phonemes that comprise the sounds of the English language with their specific
characteristics. In this course, the students have the opportunity to learn to produce
English phonemes and segmental elements in isolation and in context, while being
introduced to their graphic representation by means of the International Phonemic
Alphabet (IPA).
Although English Pronunciation I emphasizes the acquisition of English pronunciation,
basic theoretical aspects of English phonology are introduced. As future professionals
students are encouraged to apply these concepts to the construction of their own
professional approach to the teaching of ESL. As most experienced ESL teachers are
aware, pronunciation is the area of language learning most resistant to change or
improvement. By the time ESL students begin our program, they have probably already
developed speech habits which have fossilized and become progressively harder to
unlearn or change without serious and concerted effort. This problem emerges from the
students’ own lack of awareness of their communication and pronunciation problems;
hence, this course facilitates some strategies to self-correction and self -monitoring in
terms of the production of consonant and vowel sounds
2. 2
2. General Competences
Students who successfully complete this course will be empowered to:
- Produce the phonemes and supra-segmental of English in communicative contexts
in a way that is readily comprehensible and acceptable to native and non-native
speakers.
- Draw on linguistic and phonetic theories of speech in formulating pedagogical
criteria for the teaching of pronunciation in communicative contexts.
- Apply strategies for learning and teaching pronunciation
3. Linguistic Components
Skills Competences Evidence
Reading - Understand, within contextual practice, the
connection between English spelling and
pronunciation.
- Identify and use individual phonemes
within contextual words.
- Reading articles related to
pronunciation concepts.
- The Reading project,
students will read at least
one book in the semester.
Writing - Use the International Phonetic Alphabet to
learn appropriate pronunciation of words in
dictionaries.
- Write complete phonetic transcriptions of
words and phrases using the IPA.
- Transcription of extracts
of the book.
- Transcription of words
and extracts of songs
Speaking - Use the specific terminology to refer to the
basic concepts regarding pronunciation.
- Use the vocal tract to identify the different
places and manners of articulation of
consonant sounds.
- Identify and recognize the phonetic
features which distinguish phonemes
(distinctive features, e.g. voicing, rounding,
nasality, plosion).
- Identify defined phonemic problems
caused by mother tongue interference.
- Short oral presentations
regarding the production of
sounds.
- Oral recordings
- Role plays and reading
aloud practices
Listening - Repeat, identify and produce the sounds
that belong to the IPA.
- Identify and recognize the production of
the sound-units (phonemes) of the language
and their realization in particular contexts
(allophones).
- Identify the differences between the
pronunciation of sounds in common accents.
- Completion of quizzes,
worksheets or online tasks
3. 3
4. Pedagogical component
At the end of the course, the students of this course will be able to:
- Provide friendly explanations for teaching the articulation of sounds in English.
- Report on strategies for teaching the articulation of vowel sounds.
- Elaborate on strategies for teaching pronunciation to young learners.
The following chart makes evident the four pedagogical models that underlie the
execution of this program.
Pedagogical
models
Competences Evidence
Critical- reflective
model
- Reflect on learning processes
and identify strategies that
contribute to develop oral
competences.
- Develop critical thinking skills in
the learning process
- Apply metacognitive strategies
that allow them to reflect on their
own learning process.
- Completion of the
reflection assessment in
the course of the
reading project.
- Suggesting strategies
for dealing with
common pronunciation
challenges
Socio-
constructivist
model
- Carry out collaborative projects
that help students construct a
meaningful learning.
. Implementation of
collaborative study groups
as a mechanism to
enhance metacognitive
processes in learning.
Humanistic
approach
Develop skills for working
collaboratively, respecting others’
views and considering the ethical
aspects in the completion of the
course
- Ethical considerations
are included in the
syllabus and will be
taken into account
along the course
Content- based
instruction
The courses of Pronunciation are
content- driven and language-
driven
Pronunciation courses
elaborate on specific
content that is taught in
English, students are
evaluated in both areas
content and language
5. Cultural component
The cultural component of the course is mainly concentrated on the variations in
pronunciation at the segmental level, depending on the most common accents students
are exposed to as speaker of English as a foreign language. Likewise, in Pronunciation
4. 4
courses, students are part of a reading project, in which they have initial approaches to
Anglophone literature.
6. Methodology and strategies
As students of English, learners will memorize and practice the use of International
Phonemic Alphabet symbols to interpret and represent the phonemes of the language. As
users of English, they will engage in drills, semi-controlled exercises and listening tasks
in order to develop the audio-lingual skills needed to distinguish and reproduce English
sounds. As future English teachers, they will process input from readings, class lectures
and audio-visual presentations, will engage in peer micro- teaching presentations and will
keep portfolios in order to become familiar with the physiological processes of speech
production and formulate concepts concerning the teaching of English pronunciation.
Besides, the course will contain the following stages adapted from Eckstein (2007);
input, practice, noticing, feedback and production.
In relation to strategies and techniques for teaching pronunciation, students will be
exposed to backchaining, minimal pairs, backward buildup, bingo, brainstorming,
categorizing, chain stories, dialogues, exaggeration, information gap, minimal pairs,
mirrors, pictures, reference words, rules, spelling equivalencies, and tongue twisters
among others.
7. Thematic Units
The learning units covered in this course are:
1. Description of the speech
a. The physiology of pronunciation
b. The articulation of phonemes
c. Phonemic transcription
2. Consonant sounds
a. The characteristics of consonant sounds
b. Manners and places of articulation
c. Voiced and voiceless consonants
d. Strategies for teaching consonant sounds
3. Vowel sounds
a. The characteristics of the pure vowel sounds
b. The characteristics of diphthongs
c. Strategies for teaching vowel sounds
4. Pronunciation of past tenses with regular verbs (ed- d)
5. Pronunciation of plural forms or third person simple present tense (es- s)
8. Evaluation
Three types of evaluation will be implemented during the course:
5. 5
- Formative evaluation: this will be an ongoing process and students are expected to take
control of their own learning.
- Summative evaluation: this includes quantitative data on what students have achieved.
- Metacognitive evaluation: students are expected to reflect on their own learning.
ITEM PERCENTAGE
First Partial 20%
Second Partial 20%
Final Partial 30%
In and out classwork 10%
Project 20%
9. Ethical considerations
In the courses of pronunciation, students should consider the subsequent ethical aspects
in its completion.
1. Students should be respectful, tolerant and polite with the professor and their
peers.
2. Students should be punctual and responsible with the assigned material.
3. Students should be active, reactive and proactive; they should view the teaching
practicum in the courses in which they participate, as an experience toward their
own training as English teachers to be.
10. Technological component
Students will be asked to make use of different technological tools in order to develop
the established competences of the course; among these tools we can mention the blogs,
mailvu, screencastmatic, esl-video.com, lyricstraining.com, etc.
11. Bibliography and resources
Kelly, Gerald. How to Teach Pronunciation. Longman, 2000. 154 pp.
New Headway Pronunciation Intermediate
IPA(International Phonetic Alphabet)
Monolingual English dictionary
http://www1.voanews.com/english/news/
http://www.wordreference.com
http://plataforma.utp.edu.co/course/view.php?id=366
http://dictionary.cambridge.org/
http://www.pronuncian.com/assess.aspx
http://davidbrett.uniss.it/phonology/aspects_of_connected_speech_inde.htm
http://www.uiowa.edu/~acadtech/phonetics/
http://www.photransedit.com/Online/Text2Phonetics.aspx
http://yt-subs.appspot.com/
http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html
http://www.eyespeakenglish.com/en/products/demo_us/index.php