This document provides an introduction and background to a research proposal examining the suprasegmental intelligibility of Javanese-accented English speakers by Taiwanese English speakers. The study aims to identify which suprasegmental elements, including stress, rhythm, and intonation, most impact the intelligibility of Javanese-accented English. Data will be collected through recordings of Javanese-accented English speeches analyzed using Praat software and transcription-based questionnaires administered to 50 Taiwanese interlocutors. Results will provide statistical evidence on intelligibility breakdowns and contribute to theories of English as a lingua franca.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Reading difficulties & disabilities power pointRiama Sianturi
This document provides a summary of a PowerPoint presentation on teaching students with reading difficulties and disabilities. The presentation covers key topics in reading instruction including oral language, phonological awareness, phonics, vocabulary development, comprehension, and fluency. It describes the relationship between these topics and learning to read. Strategies are provided for teaching each area, such as using visuals and linking new vocabulary to prior knowledge. The presentation emphasizes the importance of explicit instruction in all areas of reading. It also outlines a framework for assessment and intervention planning for struggling readers.
This document provides an overview of dyslexia, including definitions, causes from a neurological perspective, and strategies to help those with dyslexia improve their reading abilities. Key points include: dyslexia is caused by abnormalities in brain development impacting phonological and visual processing; it has genetic components and can be identified by difficulties with phonological decoding, irregular word recognition, and brain activation patterns; teaching phonics, phonemic awareness, and multisensory techniques can help dyslexic readers improve.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
This document provides an introduction to literacy difficulties and approaches to intervention. It defines different types of reading difficulties and approaches to identifying reading disabilities, including discrepancy, functional, and Response to Intervention (RTI) models. The RTI process uses three tiers of intervention. Bottom-up, top-down, and interactive approaches to instruction are described. Effective programs include decoding, practice, and use of multiple word analysis strategies simultaneously. Assessment considers cognitive processes and socio-cultural factors.
Talk to Learn is an oral language intervention program aimed at improving students' vocabulary, grammatical skills, and classroom participation. It involves small group sessions with approximately 5 students that meet for 30 minutes, 4-5 times per week. Each session focuses on one of 20 themes and includes greeting, naming, listening, storytelling, and other interactive activities centered around key vocabulary words. Research shows that oral language programs help students make greater progress in language skills, read better, and continue improving even after the intervention ends. The Talk to Learn structure is designed to align with New Zealand curriculum goals and support at-risk students.
The document provides an overview of Orton Gillingham based multi-sensory instructional strategies and how they can be incorporated into the classroom to improve spelling and decoding. It explains that this approach links visual, auditory, and tactile modalities when teaching phonological skills. It then gives several specific strategies teachers can use, such as teaching spelling through saying words out loud, tracing letters, and incorporating movement. The document emphasizes introducing one concept at a time with examples and review to help students master spelling patterns.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Reading difficulties & disabilities power pointRiama Sianturi
This document provides a summary of a PowerPoint presentation on teaching students with reading difficulties and disabilities. The presentation covers key topics in reading instruction including oral language, phonological awareness, phonics, vocabulary development, comprehension, and fluency. It describes the relationship between these topics and learning to read. Strategies are provided for teaching each area, such as using visuals and linking new vocabulary to prior knowledge. The presentation emphasizes the importance of explicit instruction in all areas of reading. It also outlines a framework for assessment and intervention planning for struggling readers.
This document provides an overview of dyslexia, including definitions, causes from a neurological perspective, and strategies to help those with dyslexia improve their reading abilities. Key points include: dyslexia is caused by abnormalities in brain development impacting phonological and visual processing; it has genetic components and can be identified by difficulties with phonological decoding, irregular word recognition, and brain activation patterns; teaching phonics, phonemic awareness, and multisensory techniques can help dyslexic readers improve.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
This document provides an introduction to literacy difficulties and approaches to intervention. It defines different types of reading difficulties and approaches to identifying reading disabilities, including discrepancy, functional, and Response to Intervention (RTI) models. The RTI process uses three tiers of intervention. Bottom-up, top-down, and interactive approaches to instruction are described. Effective programs include decoding, practice, and use of multiple word analysis strategies simultaneously. Assessment considers cognitive processes and socio-cultural factors.
Talk to Learn is an oral language intervention program aimed at improving students' vocabulary, grammatical skills, and classroom participation. It involves small group sessions with approximately 5 students that meet for 30 minutes, 4-5 times per week. Each session focuses on one of 20 themes and includes greeting, naming, listening, storytelling, and other interactive activities centered around key vocabulary words. Research shows that oral language programs help students make greater progress in language skills, read better, and continue improving even after the intervention ends. The Talk to Learn structure is designed to align with New Zealand curriculum goals and support at-risk students.
The document provides an overview of Orton Gillingham based multi-sensory instructional strategies and how they can be incorporated into the classroom to improve spelling and decoding. It explains that this approach links visual, auditory, and tactile modalities when teaching phonological skills. It then gives several specific strategies teachers can use, such as teaching spelling through saying words out loud, tracing letters, and incorporating movement. The document emphasizes introducing one concept at a time with examples and review to help students master spelling patterns.
Indianapolis Public Schools Orton-Gillingham PilotJamey Peavler
The document summarizes an Orton-Gillingham pilot reading program implemented in two Indianapolis elementary schools. It found that the core reading program was not meeting the needs of most students and more intensive interventions were needed. A diagnostic assessment revealed specific gaps in phonics skills. The pilot program provided teacher training in Orton-Gillingham and multisensory instruction, developed daily phonics lessons, and offered coaching support. Results showed significant growth on DIBELS assessments from the beginning to middle of the year, with many kindergarten students already meeting end of year benchmarks. The program enhanced phonics instruction and helped reduce the number of students needing additional interventions.
This document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural approach, and communicative language teaching. Each method is described in 1-2 paragraphs outlining its key principles and procedures.
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
This document discusses teaching listening in TEFL. It begins by defining listening and describing the development of listening skills in a first language. It notes that over 50% of language use involves listening. The document then discusses reasons for the importance of listening in language learning. It outlines different types of listening and provides background on the history of teaching listening. It describes bottom-up and top-down listening processes and provides examples of classroom techniques that develop these skills.
Fluency Strategies with Beginning Readersenidacosta
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
Chapter 2 listening text and listening strategiesJessie SK
The document provides information on strategies for teaching listening skills. It begins by defining listening strategies as conscious activities that help students comprehend, recall, and remember information. It then categorizes strategies as cognitive, metacognitive, or socio-affective. Some example strategies discussed include using prior knowledge to predict content, monitoring comprehension while listening, taking notes on key details, and focusing on salient points while ignoring irrelevant information. The document also provides suggestions for how teachers can introduce various strategies to students and recommends when during the listening process strategies should be taught.
The PASI (Phonological Awareness Screener for Intervention) is an informal diagnostic screener used to identify students' specific phonological weaknesses in order to guide instruction. It assesses skills such as phoneme segmentation, blending, categorization, and substitution. The PASI is administered individually and identifies where instruction should begin for each struggling student. It includes short forms for kindergarten and first grade to determine readiness skills and pinpoint deficits, as well as a long form for deeper assessment. Videos demonstrate administration of the PASI forms and materials like phonics chip kits can support instruction aligned to students' needs. Practice administering the PASI to identify students' skill levels and guide targeted phonics instruction.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
This document summarizes several common methods of language teaching: grammar-translation, direct method, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, the natural approach, and communicative language teaching. It provides brief descriptions of each method, highlighting their key principles and techniques.
This document summarizes several common methods of language teaching: grammar-translation, direct method, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, the natural approach, and communicative language teaching. It provides brief descriptions of each method, highlighting their key principles and techniques. For example, it notes that the grammar-translation method focuses on translating sentences and uses the native language, while the direct method aims to integrate more use of the target language and never uses translation.
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening SkillsAdila Dila
Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
Phonology is the study of sound patterns in languages. It examines how speech sounds are organized mentally and used to convey meaning. Studying phonology reveals differences between languages through their unique and shared sounds. Phonology also applies to criminal investigations by providing clues about a criminal's origin based on their speech sounds. It involves recognizing and producing sounds, as well as stress, rhythm and intonation which impact meaning. The International Phonetic Alphabet standardizes symbols for phonological distinctions. Effective pronunciation teaching involves recognition before production, highlighting sounds in short examples, and exposing students to multiple voice models with contrasts to their native language. Phonological rules govern how sounds change based on their environment in languages.
Primary Stress And Intelligibility Research To Motivate The Teaching Of Supra...englishonecfl
This study examined how native English speakers comprehend and evaluate speech from nonnative speakers when primary stress is placed correctly, incorrectly, or missing. The results showed that listeners recalled more content and evaluated the speaker more favorably when primary stress was correct compared to when it was aberrant or missing. Listeners also tended to process speech more easily when primary stress was correct, although not at a statistically significant level. These findings provide empirical support for teaching primary stress to improve intelligibility.
Indianapolis Public Schools Orton-Gillingham PilotJamey Peavler
The document summarizes an Orton-Gillingham pilot reading program implemented in two Indianapolis elementary schools. It found that the core reading program was not meeting the needs of most students and more intensive interventions were needed. A diagnostic assessment revealed specific gaps in phonics skills. The pilot program provided teacher training in Orton-Gillingham and multisensory instruction, developed daily phonics lessons, and offered coaching support. Results showed significant growth on DIBELS assessments from the beginning to middle of the year, with many kindergarten students already meeting end of year benchmarks. The program enhanced phonics instruction and helped reduce the number of students needing additional interventions.
This document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural approach, and communicative language teaching. Each method is described in 1-2 paragraphs outlining its key principles and procedures.
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
This document discusses teaching listening in TEFL. It begins by defining listening and describing the development of listening skills in a first language. It notes that over 50% of language use involves listening. The document then discusses reasons for the importance of listening in language learning. It outlines different types of listening and provides background on the history of teaching listening. It describes bottom-up and top-down listening processes and provides examples of classroom techniques that develop these skills.
Fluency Strategies with Beginning Readersenidacosta
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
Chapter 2 listening text and listening strategiesJessie SK
The document provides information on strategies for teaching listening skills. It begins by defining listening strategies as conscious activities that help students comprehend, recall, and remember information. It then categorizes strategies as cognitive, metacognitive, or socio-affective. Some example strategies discussed include using prior knowledge to predict content, monitoring comprehension while listening, taking notes on key details, and focusing on salient points while ignoring irrelevant information. The document also provides suggestions for how teachers can introduce various strategies to students and recommends when during the listening process strategies should be taught.
The PASI (Phonological Awareness Screener for Intervention) is an informal diagnostic screener used to identify students' specific phonological weaknesses in order to guide instruction. It assesses skills such as phoneme segmentation, blending, categorization, and substitution. The PASI is administered individually and identifies where instruction should begin for each struggling student. It includes short forms for kindergarten and first grade to determine readiness skills and pinpoint deficits, as well as a long form for deeper assessment. Videos demonstrate administration of the PASI forms and materials like phonics chip kits can support instruction aligned to students' needs. Practice administering the PASI to identify students' skill levels and guide targeted phonics instruction.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Saida University, Dr. Moulay Tahar & Maghnia University Centre, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
This document summarizes several common methods of language teaching: grammar-translation, direct method, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, the natural approach, and communicative language teaching. It provides brief descriptions of each method, highlighting their key principles and techniques.
This document summarizes several common methods of language teaching: grammar-translation, direct method, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, the natural approach, and communicative language teaching. It provides brief descriptions of each method, highlighting their key principles and techniques. For example, it notes that the grammar-translation method focuses on translating sentences and uses the native language, while the direct method aims to integrate more use of the target language and never uses translation.
The document discusses different approaches to language teaching including grammar translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, suggestopedia. For each approach, it analyzes how well they meet the requirements for optimal input and second language learning based on Stephen Krashen's theories, including providing comprehensible, interesting input and avoiding over-emphasis on learning. It finds that some approaches better fulfill the requirements than others for promoting acquisition over learning.
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening SkillsAdila Dila
Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
Phonology is the study of sound patterns in languages. It examines how speech sounds are organized mentally and used to convey meaning. Studying phonology reveals differences between languages through their unique and shared sounds. Phonology also applies to criminal investigations by providing clues about a criminal's origin based on their speech sounds. It involves recognizing and producing sounds, as well as stress, rhythm and intonation which impact meaning. The International Phonetic Alphabet standardizes symbols for phonological distinctions. Effective pronunciation teaching involves recognition before production, highlighting sounds in short examples, and exposing students to multiple voice models with contrasts to their native language. Phonological rules govern how sounds change based on their environment in languages.
Primary Stress And Intelligibility Research To Motivate The Teaching Of Supra...englishonecfl
This study examined how native English speakers comprehend and evaluate speech from nonnative speakers when primary stress is placed correctly, incorrectly, or missing. The results showed that listeners recalled more content and evaluated the speaker more favorably when primary stress was correct compared to when it was aberrant or missing. Listeners also tended to process speech more easily when primary stress was correct, although not at a statistically significant level. These findings provide empirical support for teaching primary stress to improve intelligibility.
This chapter discusses discourse analysis approaches to pronunciation and intonation for language teachers. It covers traditional views of pronunciation teaching focusing on phonemes but notes issues with this when applied to natural discourse. Most of the chapter focuses on intonation, exploring traditional views of rhythm, word stress, prominence, and intonational units. It examines grammatical, attitudinal and interactive approaches to understanding the meanings conveyed by intonation patterns. The key point is that intonation is best understood from an interactive viewpoint as signaling the flow and information structure of discourse rather than conveying fixed attitudes.
Vietnamese Acquisition Of English Word Stressenglishonecfl
This document summarizes research on the acquisition of English word stress patterns by Vietnamese learners. The study examined how native English speakers and Vietnamese learners at beginning and advanced levels used four acoustic cues (fundamental frequency, intensity, syllable duration, and vowel duration) to distinguish between stressed and unstressed syllables in English noun-verb pairs. The results showed that all groups used pitch and intensity contrasts successfully, but only advanced learners and native speakers used duration contrasts, while beginning learners did not. The degree of acoustic differentiation between stressed and unstressed syllables increased with English proficiency.
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
This document discusses vowel epenthesis in the Twi language spoken by students in Kasoa, Ghana. It analyzes student speech to identify the causes and locations of inserted vowels. The study finds that epenthetic vowels are used to create emphasis and emphasize statements. Previous research on epenthetic vowels in loan words is reviewed, focusing on how inserted vowels repair illegal consonant sequences and affect pronunciation. The quality, location, and phonetic characteristics of epenthetic vowels vary between languages.
The Lingua Franca Core A New Model For Pronunciation Instructionenglishonecfl
The document discusses Jenkins' proposal of a Lingua Franca Core (LFC) pronunciation model for English as an International Language. The LFC aims to provide a more realistic and focused set of pronunciation targets than native English models. It includes consonants, long-short vowel contrasts, and core prosodic features like nuclear stress. However, some aspects of the LFC may not be more teachable or learnable than current approaches. There is also debate around excluding features like word stress and vowel reduction from the model. While the LFC aims to make pronunciation more accessible, questions remain around its feasibility and comprehensiveness.
This document defines phonology and phonetics and their roles in language learning. [1] Phonology describes how sounds function and are organized in a language to convey meaning, while phonetics studies the physical properties of speech sounds. [2] The document then provides examples of phonetic transcription and discusses phonological processes in connected speech. [3] Phonological processes refer to how the brain instructs the speech apparatus to pronounce words and segments, and how sounds can change in normal speech flow or over time according to phonological principles.
A study on intonation as a means of conveying deontic modality in English.pdfNuioKila
This document summarizes a thesis on intonation as a means of conveying deontic modality in English. The thesis was written by Nguyễn Thị Hằng Tuấn for her MA in English Linguistics at Vietnam National University, Hanoi. It examines the use of intonation to express obligation and permission as types of deontic modality in English. The document provides background on the study, including its rationale, aims, scope, methodology, and design which involves analyzing theories of intonation and modality before investigating common mistakes Vietnamese learners make and providing pedagogical implications.
The document discusses the importance of teaching English intonation patterns to improve ESL students' listening and speaking skills. It proposes using the children's book "Green Eggs and Ham" to teach first grade students about emphasis and pauses through exercises where they repeat sentences with different intonation patterns. The lesson aims to help students distinguish new and old information to enhance comprehension and intelligibility.
Research Inventy : International Journal of Engineering and Scienceinventy
esearch Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
The document provides a history of language teaching methods from the 17th century to modern times. It begins with the Classical Period where education focused on religious orthodoxy and morality. Foreign language learning emphasized intellectuality through Greek and Latin. The Grammar Translation Method from 1850-1950s stressed grammar rules, memorization, and translation with no speaking practice. Reformers in the early 20th century emphasized meaning and presenting language in context. The Direct Method used the target language exclusively with a focus on oral communication. The Audiolingual Method of the 1950s was based on behaviorism and drilled grammar patterns orally. Later methods incorporated situations and communicative language teaching focused on using language to communicate authentically.
Phonetics and phonology are important aspects of language and communication. Phonetics objectively analyzes speech sounds, while phonology describes language-specific sound patterns. The International Phonetic Alphabet (IPA) provides a precise way to represent sounds across languages by transcending the limitations of English spelling. Using phonetic notation in pronunciation instruction acknowledges linguistic diversity and helps learners focus on target language sounds without interference from their first language. It also supports the development of multilingual skills.
This document provides an overview of pronunciation for English language teachers. It defines pronunciation as including sounds, stress, rhythm, intonation, voice quality, and gestures. It discusses why pronunciation is important for intelligibility and social factors. The summary highlights three key aspects:
1. Suprasegmentals like stress, rhythm, and intonation are crucial for communication but difficult for many learners from syllable-timed languages. Attention to prominent and reduced syllables is important.
2. Features of connected speech like consonant linking help manage patterns of stress and pitch change. They pose challenges for learners from languages where sounds are not linked.
3. Voice quality refers to long-term articulatory settings and
Intonation is a suprasegmental aspect of language that involves variations in pitch. Pitch refers to the fundamental frequency of vocal cord vibrations that we perceive as high or low tones. Intonation patterns involve rises and falls in pitch that convey meaning beyond the literal words. Native English speakers use intonation unconsciously but it can lead to misunderstandings for non-native speakers if intonation errors are made. Acquiring the proper intonation patterns is important for non-native speakers to communicate effectively like native speakers and avoid negative perceptions. While some debate the degree to which intonation affects communication, most research supports its significant role, especially in avoiding unintended rudeness.
Intonation is a suprasegmental aspect of language that involves variations in pitch. Pitch refers to the fundamental frequency of vocal cord vibrations that we perceive as high or low tones. Intonation patterns involve rises and falls in pitch that convey meaning beyond the literal words. Native English speakers use intonation unconsciously but it can lead to misunderstandings for non-native speakers if intonation errors are made. Acquiring the proper intonation patterns is important for non-native speakers to communicate effectively like native speakers and avoid negative perceptions. While some debate the degree to which intonation affects communication, most research supports its significant role, especially in avoiding unintended rudeness.
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The suprasegmental intelligibility of javanese accented speakers of english by taiwanese english speakers
1. THE SUPRASEGMENTAL INTELLIGIBILITY OF
JAVANESE-ACCENTED SPEAKERS OF ENGLISH
BY TAIWANESE ENGLISH SPEAKERS
ERMANSYAH F013191011
a research proposal
DOCTORAL PROGRAM IN LINGUISTICS
2021
2. CHAPTER I
Objective
Research proposal seminar 29 March 2021
INTRODUCTION
In November 2019, a group of lectures attended a 40-hour
Mandarin course at National Dong-Hwa University, Taiwan.
6 of them were from Java island (Central and East Java), 2
lecturers were from Sumatera, and the rest were from NTB,
Bali and Sulawesi. Although the subject was Mandarin,
communications between the lecturers and the professor,
who were Taiwanese, were conducted in English. The
communication breakdowns in English became a routine (if
not often) in the classroom.
3. BACKGROUND
Research proposal seminar 29 March 2021
Every language has its own features, verbal and non
verbal. Verbal communication involves words; sounds
(spoken) and orthography (written). Non verbal
communication involves body as the tool of
communication, includes facial expressions, gestures,
eye movement and more. What one body language may
be interpreted differently in other languages, what one
language considers as a sound of word may puzzle other
speakers of different languages.
Background
Research questions
Objective of research
Significance of research
Scope of reseach
4. BACKGROUND
Objective
Research proposal seminar 29 March 2021
Munro (2008) defines foreign accent of both
segmental and suprasegmental differences to
native speech: on a segmental level it involves the
insertion, omission or substitution of a phoneme, or
variation at sub-phonemic levels, such as VOT,
vowel duration and syllabification (cf. loup,2008)
On suprasegmental both rhythmical and
intonational., Derwin & Munro (2005) also
acknowledge the role of listener in the perception
of accentedness.
Background
Research questions
Objective of research
Significance of research
Scope of reseach
5. BACKGROUND
Objective
Research proposal seminar 29 March 2021
INTRODUCTION
Suprasegmental, also called prosodic feature, in phonetics,
a speech feature such as stress, tone, or word juncture that
accompanies or is added over consonants and vowels; these features
are not limited to single sounds but often extend over syllables, words,
or phrases. In Spanish the stress accent is often used to distinguish
between otherwise identical words: término means
“term,” termíno means “I terminate,” and terminó means “he
terminated.” In Mandarin Chinese, tone is a distinctive
Suprasegmental: shi pronounced on a high, level note means (失去
Shīqù)“to lose”; on a slight rising note means (十 Shí) “ten”; on a falling
note means (市場 Shìchǎng) “city, market”; and on a falling–rising note
means (歷史Lìshǐ)“history.” Britannica encyclopedia (2021)
6. BACKGROUND
Research proposal seminar 29 March 2021
• Vowels : (Big : Bag)
• Consonant : (Dine : Dime)
Segmental
Phonemes
• Stress (word or phrase)
• Rhythm (stress pattern)
• Intonation (melody)
Suprasegmental
Phonemes
Background
Research questions
Objective of research
Significance of research
Scope of reseach
7. RESEARCH QUESTIONS
Research proposal seminar 29 March 2021
How orthogonal does
Javanese-accented and
intelligibility of the
English language?
How do the
suprasegmental aspects
impact the intelligibility
of the Javanese-
accented English
Background
Research questions
Objective of research
Significance of research
Scope of reseach
8. to explain
OBJECTIVE OF THE
RESEARCH
Research proposal seminar 29 March 2021
Suprasegmental elements
that impact the intelligibility
of the Javanese-accented
English
Statistical evidence of
the intelligibility
breakdowns (if any) of
the Javanese –accented
in speech
communication
Background
Research questions
Objective of research
Significance of research
Scope of reseach
9. SIGNIFICANCE OF
RESEARCH
Research proposal seminar 29 March 2021
Contribute to the theory
of English as a lingua
franca
The treatment of
the English
language learning
application and
implication
Theoretical
Practical
Background
Research questions
Objective of research
Significance of research
Scope of reseach
10. SCOPE OF RESEARCH
Research proposal seminar 29 March 2021
Background
Research questions
Objective
Significance of research
Scope of reseach
Sequence of chapters
Scope of Research
Suprasegmental
Phonemes
Javanese-accented
speech
Native-speaker
speech
Measurements
Praat sound
Modification
software
1. Speech Stress
2. Rhythmical
3. Intonational
Transcription-
based
questionnaires
1. Multiple choice
2. Cloze exercise
3. Fill in the blank
Subjects
2 Javanese-
accented speakers
1. Female
2. Male
50 taiwanese
interlocutors
2 groups of 25 at
NDHU English
Language Center
11. CHAPTER II REVIEW OF LITERATURE
Research proposal seminar 29 March 2021
The definition of accentedness is not concretely termed by Munro & Derwing
(1995), however they refered it as ‘non pathological speech that differs in some
noticeable respects from native speakers norms’. ‘the deviations may include
phone substitutions, Phonetic distortions, and non native prosodic patterns’.
Munro & Derwing (1995) defined intelligibility as the ‘extent to which an
utterance is actually understood’. Thus, they concede that there is no universally
accepted way of assessing it.
Levi (2006) in Trofimovich (2012), whereby comprehensibility and intelligibility
are not distinct from each other but considered to be part of continuum of the
same concept
Smith and Nelson (1985) use the term intelligibility to denote word or utterance
recognition, and comprehensibility to denote word or utterance meaning.
12. PREVIOUS FINDINGS REVIEW OF LITERATURE
Research proposal seminar 29 March 2021
Matsuura et al (2012)
• Assessing the intelligibility of Japanese English
• Weight-to-stress principal
• English, American, Philiphines, Korean, Japan
Reinishch & Weber (2012)
• Hungarian-accented dutch & non-accented ducth
• Improvement on listening of canonical lexical stress
• Hungarian
Luchini (2015)
• Spanish-accented English speakers
• Pronunciation development: language lab and
teacher centered
• Spanish
Ikeno & Hansen (2007)
• British English accent perception
• Perceptual assessment of accent
variation
• Chinese, Croatian, German, Japanese,
Thai, Ethiopian
Metruk (2016)
• Slovaks AE and BE varieties
• Pronunciation of American-accentedness and British
accentedness
• Slovaks
13. Previous Findings
The phonology
Stress
Intonation
Rhythm
Conceptual Frameworks
PREVIOUS FINDINGS
GAPS
Research proposal seminar 29 March 2021
Javanese-
accented English
• 25-30 minutes
speech with
scripts
Suprasegmental
intelligibility
• Stress
• Rhythm
• Intonation
Taiwanese
interlocutors
• Transcription
based
questionnaires
14. THE PHONOLOGY
Research proposal seminar 29 March 2021
Previous Findings
The phonology
Stress
Intonation
Rhythm
Conceptual Frameworks
Phonology is the study of the sound systems of languages, and
of general properties displayed by this systems. By contrast with
phonetics, which studies all possible sounds that the human
vocal apparatus can make, phonology studies only those
contrasts in sound (phonemes) which make differences of
meaning within language. (Roach, P. (1982)
15. STRESS
Research proposal seminar 29 March 2021
Previous Findings
The phonology
Stress
Intonation
Rhythm
Conceptual Frameworks
•in English there is a tendency for most vowels in weakly
stressed syllables to approach schwa in quality
Lehiste, I.
(1970)
•stress as “those variations in linguistically contrastive
prominence primarily due to loudness.”
Crystal (1969)
•The production of stress is generaly believed to depend
on the speaker using more muscular energy than is used
for unstressed syllable
•The perception of stress is characterized by the
prominence of stressed syllables
Roach (1982,
P.85
16. INTONATION
Research proposal seminar 29 March 2021
Previous Findings
The phonology
Stress
Intonation
Rhythm
Conceptual Frameworks
• No definition is completely satisfactory
• The pitch of the voice plays the important part
Roach (1982,
P.150)
• Intonation is a series of pitches sung over a whole sentence
Teschner &
whitley (2004,
p.64)
• If a pitch = individual tones of speech, then intonation = the
entire melodic line
• Intonation involves the rising and falling of the voice to
various pitch levels during the articulation of an utterance
Celce-Murcia
et.al (1996,
p.184)
17. RHYTHM
Research proposal seminar 29 March 2021
Previous Findings
The phonology
Stress
Intonation
Rhythm
Conceptual Frameworks
Stress-timed rhythm : the time
from each stressed syllable to
the next tend to be the same,
irrespective of the number of
intervening unstressed syllable.
Syllable-timed rhythm : all
syllables, stressed or
unstressed, tend to occur at
regular time-interval.
Roach, (1982, p. 120)
19. TYPE OF RESEARCH
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
Research proposal seminar 29 March 2021
• The interpretation of
Suprasegmental realization by
the Javanese-accented speakers
using the Praat
Soundmodification software
Qualitative
analysis will
explain
• The transcription-based
questionnaire result by the
interlocutor, using statistical
analysis of SPSS spreadsheets
Quantitative
analysis will
present
20. THE SOURCE OF DATA
Research proposal seminar 29 March 2021
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
PRIMARY
DATA
Transcription-based
questionnaire result
1. Multiple Choice
2. Fill in the gap
3. Essay
SUPPORTING
DATA
Javanese-accented
English Speeches
Spectrogram
21. METHOD OF DATA
COLLECTION
Research proposal seminar 29 March 2021
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
Selecting and
Transcribing
Speech
transcripts
Appointing the
Javanese-
accented
English
Speakers
Sound and Video
Recording of the
Javanese-
accented English
speakers
Comparing and
Contrasting
speech data
Designing,
formulating and
administering
transcription
based
questionnaires
22. METHOD OF DATA
ANALYSIS
Research proposal seminar 29 March 2021
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
Contrasting the
speech data of
Non-accented
and Javanese-
accented English
Speakers
Tabulation of
interlocutors
responses of
transcription
based
questionnaires
Intelligibility of
Javanese-
accentedness
23. RESEARCH PROCEDURES
Research proposal seminar 29 March 2021
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
Stage 3
Examining the javanese-accented
suprasegmental speech
Contrasting, categorizing
Stage 2
Assigning Javanese accented Speakers Sound/ video recording, transcribing
Stage 1
Collecting non accented speech Transcribing speech
24. RESEARCH PROCEDURES
Research proposal seminar 29 March 2021
Type of research
The source of data
Method of data collection
Method of data analysis
Research procedures
Stage 6
Administering intelligibility transcription
based questionnaire
Multiple choice, fill in the blank, essay
Stage 5
Administering Javanese-accented Speech Audio video administration
Stage 4
Assigning speech interlocutors Demography studies
In Czech, stress is always falls on the first syllable, in polish, stress falls on the penultimate syllable, in dutch stress is sometime distinctive, voo”rkomen to occur, voorko’men to prevent.
“where do we go from here?”. (You got an A on the test. You got an A on the test? You got an A on the test, a C on the homework and a B on the quiz)