Phonetics and Phonology Commons^™

Folk Phonetics: A Case Study, Geoffrey S. Nathan, Margaret E. Winters

English Faculty Research Publications

No abstract provided.

From Canterbury To The Conference: Chaucer’S First 18 Lines Reborn, Charles X. Li, Tony Liang, Anika Saphiloff

Journal of the Symposium of University Research and Creative Expression

Project Mentor(s): Charles X. Li, PhD

This presentation examines the phonological shift from Chaucerian Middle English to Modern English, focusing on the Great English Vowel Shift. Using the first eighteen lines of Chaucer’s “General Prologue” to The Canterbury Tales as a case study, we demonstrate how vowel sounds in Middle English transitioned to those in Early Modern and Modern English. By analyzing specific words from these opening lines, we illustrate the vowel changes that marked the shift and their impact on pronunciation. Our presentation will conclude with a recitation of Chaucer’s first eighteenth lines, intertwined couplet by couplet by their …

Singing And Pronunciation: A Review Of The Literature, Kassidy Joyner

Graduate Theses and Dissertations

Observed differences exist in the pronunciation abilities of individual language learners, especially adult learners. Musical ability and experience are possible factors that have been attributed to language pronunciation abilities. Although there has been a large amount of research concerning the effects of general musical ability and training on language abilities, very few studies have investigated the musical sub-category of singing. Research on the use of songs in the language classroom has largely tested the effects of song on vocabulary acquisition, while very few studies have explored the effects of song on pronunciation. Given that singing and pronunciation both use similar …

Adding Production To High Variability Phonetic Training, Caleb Crosby

Honors Theses

The effectiveness of adding a production component to a High Variability Phonetic Training (HVPT) regimen to improve native Japanese speaker’s pronunciation of English [b], [v], [f], and [h] was investigated. L1 Japanese-speaking English learners were recruited as participants, and a pretest-posttest procedure was used to evaluate improvement at production of the target consonants. For the pretest and posttest, recordings were taken of participants pronouncing twelve tokens, and the recordings were rated for intelligibility by a phonetically trained native English-speaking rater. Participants were divided into two groups. Group A received only HVPT training, and group B received a regimen of half …

The Effects Of English Pronunciation Instruction On Listening Skills Among Vietnamese Learners, Nguyet Nguyen

Masters Theses

Listening has been a neglected skill in both second language research and teaching practice (Khaghaninejad & Maleki, 2015; Nowrouzi, Tam, Zareian & Nimehchisalem, 2015) and recent research has shown that second language (L2) listening difficulties might relate to phonological problems besides syntactic and lexical knowledge (e.g., Suristro, 2018). There have been some empirical studies examining the effects of phonetic instruction on perceptual skills showing promising results (e.g., Aliaga-Garcia & Mora, 2009; Linebaugh & Roche, 2013). This study contributes to this area with a focus on investigating the impacts of English pronunciation instruction on listening skills among Vietnamese English as a …

Student Teachers’ Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri

Australian Journal of Teacher Education

In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers’ cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers’ self-perceived pronunciation improvement, an increase …

Teaching Pronunciation: Is Explicit Phonetics Instruction Beneficial For Fl Learners?, Elizabeth M. Kissling

Latin American, Latino and Iberian Studies Faculty Publications

Pronunciation instruction has been shown to improve learners’ L2 accent in some, though certainly not all, cases. A core component of traditional pronunciation instruction is explicit lessons in L2 phonetics. Studies suggest that Spanish FL learners improve their pronunciation after receiving instruction, but the effect of phonetics instruction has not been directly compared with other pedagogical alternatives. This study reports on the pronunciation gains that first, second, and third year learners (n = 95) made after receiving either explicit instruction in Spanish phonetics or a more implicit treatment with similar input, practice, and feedback. The target phones included a …

Listen To The Beat: Activities For English Pronunciation, Victor Yevmenov

MA TESOL Collection

Suggested in this work is a set of activities for learners of English as a foreign language developed with a special focus on suprasegmentals of connected speech such as rhythm, stress patterning, weak forms, linking, assimilation and elision of sounds. It is designed to meet the needs of teachers of English working with groups of adult and young adult learners whose native language is syllable-timed.

Teaching Pronunciation In An Undefined Curriculum, Joan Elaine Branson

MA TESOL Collection

No abstract provided.

A Resource And Idea Book ( For Teachers Of English To Speakers Of Other Languages ), Eleanor C. Boone, Rick Gildea, Pat Moran

MA TESOL Collection

This is a resource manual for Teachers of English to Speakers of Other Languages. Those teachers who should find the manual most useful are Peace Corps EFL teachers in host country secondary schools.

This manual is divided into two parts. The first part consists of seven chapters, the first six of which deal specifically with resources (teaching ideas, techniques and suggestions) for HOW to present, develop and reinforce Pronunciation, Grammar, Vocabulary, Reading, Writing and Conversation. There is an additional chapter on games as techniques for reviewing the language skills already taught.

The second part of the manual, the appendices, contains …

The A As In At Book, Robert P. Carvutto

MA TESOL Collection

No abstract provided.

Teaching Dari To English Speakers, Sajia Sultany

MA TESOL Collection

This project contains the materials, methods and rationale used in teaching Dari to a group of American Peace Corps Volunteers. Included in the materials covered are the Dari alphabet and the pronunciation of Dari phonemes as well as the basic grammatical structures and vocabulary in the course. The final segment of this project consists of five appendicies outlining specific materials used to teach alphabet, pronunciation and vocabulary.

Pronunciation And The Silent Way Fidel, Bonnie Mennell Moyer

MA TESOL Collection

No abstract provided.

English Language In The Akamba Classroom: Competition And Culture, Nancy E. Horn

MA TESOL Collection

No abstract provided.

Teaching English To Japanese, Kayoko Hisano

MA TESOL Collection

This paper aims at offering some information on the background of Japanese students to native teachers of English. Japanese students have a unique background in English education, which it is advisable for teachers of English to know about if they are to be as effective as possible when teaching them.

CHAPTER I touches on why the Japanese learn English, and CHAPTER II examines the kind of English education that is taught at Japanese high schools. CHAPTER II covers linguistic differences between Japanese and English, and CHAPTER IV deals with the psychology of Japanese students.

A Teacher's Pronunciation Manual, Nancy Iglehart Foote

MA TESOL Collection

A Teacher's Pronunciation Manual is a compilation of various techniques, games and technical information to aid the teacher in his work on pronunciation in the classroom. There are several methods for minimal pair drills, sample tongue twisters, diagnostic pronunciation tests and advice on making pronunciation tapes. Each sound in English has a discussion of its production, various minimal pairs, sample sentences and exercises and one or more techniques for the classroom. A bibliography is included for the further reference.

Max: An Independent Professional Project, Elleen Gillespie

MA TESOL Collection

No abstract provided.

Predicting Pronunciation From Spelling: Applying The Insights Of Transformational Grammar To The Teaching Of English: Tense And Lax Vowels, Barbara Hancock

MA TESOL Collection

No abstract provided.