Phonetics: A Coursebook

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Data Analysis The mispronounced vowels were classified in this present paper according to the frequency of being substituted by an alternative vowel or diphthong sound as a percentage. They were calculated at the beginning pre-use , middle in-use , and end of the year post-use. Native speakers of English listened and identified the quality of the vowels.

Phonetics: a coursebook | University of Surrey - Reading Lists

The students' mispronunciations were measured against the practice data on vowels in the textbooks under investigation. Research Hypothesis The first hypothesis was that the majority of the students' problematic sounds would systematically appear at each time of the year. Results The averages of the students' problematic sounds were calculated at three times of the year and compared with the data presented in the textbooks. The first set of sounds represented the front vowels under analysis see Table 2. In Table 2, the top row represents the target sounds and the first column lists all correct in Bold and incorrect productions.

Table 4 maps out the sounds replacing the diphthongs under study. Tables 2, 3, and 4 register all types of vowels and diphthongs produced for each target sound at the three different times.

We observed that no substituting sound appeared only or suddenly at the post-use phase. That indicates that substitutions were specific sounds that systematically appeared at the three different times of year.

All utterances recorded improvement at the post-use stage. Twenty five percent of the cases had a U-shaped progress as the learners encountered some set back during the intermediate stage. Figure 1. The Accurate Production of Sounds at the Stages Evidence relevant to the question of training data in relation to all these sounds is provided in Table 4. Yates had the same percentage, but the constrasts were more appropriate because they included sentences. In addition, it had another major drawback as it presented mixed up vowels and symbols. It is worth mentioning that all four books incorporated full sections targeting easy sounds that did not pose much difficulty to the students.

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Moreover, the L1 sounds that were used to substitute some vowels were not listed as minimal pairs in all textbooks although they require special attention. Discussion and Conclusions The results support the first hypothesis that there are systematic errors in Saudi students' pronunciation of vowels and diphthongs. Measuring the textbooks against the Saudi students' errors in vowel and diphthong sounds confirmed the second hypothesis that these sounds did not receive adequate coverage in these books.

In conclusion, new textbooks should be designed to target these problematic sounds with specific sets of practice contrasts based on empirical findings. They should exclude time-consuming drills that target students' unproblematic sounds. Such courses should also provide practice within context as teaching the pronunciation of isolated sounds or citation forms of words does not ensure effective production and comprehension of natural speech Gabrielatos, They are also limited to the read production of university students enrolled in teacher preparation programs.

References Anderson-Hsieh, J. The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38, Burgess, J. Phonology and pronunciation in integrated language teaching and teacher education. System, 28, Cunningsworth, A. Choosing your coursebook. London: Macmillan. Derwing, T. Second language accent and pronunciation teaching: A research-based approach.

El-Hassan, S. English accentuation and vowel quality as pronounced by Arabs: A pedagogic statement. Gabrielatos, C.

by Knight, Rachael-Anne

Materials evaluation and adaptation: A case study of pronunciation teaching. Second language acquisition: Past, present, and future. Second Language Research 9 2 , Low, G. The need for a multi-perspective approach to the evaluation of foreign language teaching materials. Evaluation and Research in Education, 1 1 , Lujan, B. The American accent guide. Molholt, G. Morley, J. A multidimensional curriculum design for speech-pronunciation instruction. Morley Ed. Nemati, A. Journal of Social Sciences, 20 2 , O'Connor, J.

Better English pronunciation 2nd ed.

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Cambridge: Cambridge University Press. Pennington, M. The teachability of phonology in adulthood: A re-examination. IRAL, 36 4 , Oxford: Oxford University Press. Roach, P. English phonetics and phonology: A practical course. Robertson, P. Teaching English pronunciation skills to the Asian learner.

A cultural complexity or subsumed piece of cake? Effects of accent, ethnicity, and lecture topic on undergraduates' perceptions of nonnative English-speaking teaching assistants.

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An attempt will be made to enable students to, on the one hand distinguish between phonetics and phonology, and on the other to see how knowledge of phonetics informs the study of phonology and vice-versa. In order to register for LIN students will however be required to provide evidence of having knowledge of material covered in LIN Study-unit Aims: This study-unit aims to provide students with a common foundation for more advanced studies in Phonetics and Phonology and in Linguistics as well as for subsequent study in more applied areas, of relevance for example to Communication Therapy and Human Language Technology students, as well as to students of specific Languages.

The study-unit aims to provide students with a firm understanding of the principles of general phonetics and of how to apply these principles to describing the sounds used in the languages of the world using the appropriate IPA symbols. It further aims to introduce students to basic concepts in phonology by examining issues such as the nature of phonological distributions and of the phonological processes which occur in speech. The phonological principles governing the combination of speech segments into syllables, as well as phonological phenomenon occurring at word level, and, to at a basic level, beyond, will be examined, thus setting the scene for more advanced work in subsequent years of the programme.

Throughout the study-unit, students will be introduced to the relevant concepts through both theoretical and practical sessions.

Learning Outcomes: 1. Skills By the end of the study-unit the student will be able to: - produce different sounds transcribed using IPA symbols; - listen to and transcribe speech sounds and combinations of these in pseudo words and simple sentences using the appropriate IPA symbols; - make use of the IPA and available tools as a means to gaining a better understanding of how different speech sounds are produced; - analyse data with a view to identifying different distributional patterns; - express generalisations using simple phonological formalisms; - analyse syllable structure and examine phonotactics in some loanword data; - describe, in a preliminary way, the sound systems of two or more different languages or varieties of language.

Elements of general phonetics. Edinburgh: Edinburgh University Press. Phonetics for communication disorders. Lawrence Erlbaum Associateds.


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Introducing phonetic science. Cambridge: Cambridge University Press. A practical introduction to phonetics 2nd edition. New York: Oxford University Press. Practical phonetics and phonology: A resource book for students 3rd edition. Dictionary of linguistics and phonetics 6th edition.

Phonetics: A coursebook

West Sussex: Wiley-Blackwell. Understanding phonology 3rd edition. London: Arnold. Introductory phonology. An introduction to the science of phonetics.