Learning English pronunciation is one of the essential courses for students of English for Second Language (ESL) and English for Foreign Language (EFL). It requires independent learning and practices outside the classroom to enhance students’ pronunciation skills. Though, in this great technology world, traditional ways (using textbook) of learning and teaching English pronunciation is still used as primary teaching and learning method in most institutions, while, textbook is quiet, not interactive, and it does not encourage self-learning. Due this reason, this study aims to develop a courseware for the educators and learners; Multimedia Interactive Learning Courseware for English Phonetics and Phonology. The development of this prototype uses an instructional model, which is ADDIE model as a step-by-step guidance to complete the development. Using ADDIE model, this prototype is successfully developed.
Keywords – courseware; multimedia; phonetics and phonology; ADDIE model
1.0 Introduction
Interactive multimedia tutorial package reveals an interesting and exciting tool for teaching and learning. Therefore, it is well-recognised as an interesting and exciting tool in the learning environment. With the integration of different types of media, multimedia will make the learning experience for students more exciting as it triggers the different senses of a human such as hearing and seeing (Riaza, 2010). Educational multimedia packages and applications are similar in many ways to printed textbooks and other teaching or reference materials.
Pronunciation has often been viewed as an important skill in second language learning. Thus, learning English pronunciation is one of the essential courses for students of English for Second Lan...
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...ext, animation, graphic, and voice over to give the best impact in learning English phonetics and phonology. The content of the course is based on the textbooks: English Pronunciation in Use by Martin Hewings and Phonetics and Phonology by Peter Roach. The topic covers in this courseware are (1) Introduction to Phonetics and Phonology (2) The Articulators (3) Places of Articulation (4) Manners of Articulations.
4.0 Methodology and Approach in Design and Development
In this development of Multimedia Interactive Learning Package of English Phonetics and Phonology, ADDIE was used. The tools used to develop this courseware are Adobe Director and SWiSH Max as the main platform, Adobe Photoshop for interfaces and graphic design, and Audacity for the audio. The following figure shows the basic steps involved in the development of this package using based on ADDIE model:
The environmental game cards consisted of the Stepping Stone Game, Syllabication Object box, Vowel-Change Word Family, The Four-Letter Long Vowel Silent-e Words, and Sorting Words by Vowel Sound Game. This article I chose to write about was written by Audrey C. Rule, Jolene Dockstader, and Roger A. Stewart. The article provides 3 table graphs, 5 examples of Phonics Games, and 6 pages of the data collected to better account for how the experiment played out. This article was published in the Early Childhood Education Journal, which really proved to me that it was an excellent way to learn more about Hands-on Learning and Kinesthetic Activities. Summary The article, “Hands-on and Kinesthetic Activities for Teaching Phonological Awareness”, gives a very well detailed overview on the teaching study done between Phonological Awareness and Phonics instruction and how they take different forms from vocal and visual methods.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
Speech, language and communication are interrelated with each other and play a greater role in child's development from early year. It helps in many areas including social, learning and self-esteem.
Whole Language versus Phonics has been a question among many top educational groups for years. Which is the best way to teach kindergarten children the proper way to speak and learn the English Language? There are many valid reasons why experts argue for both phonics and/or whole language. Both seem to be exceptional ways to master the English Language. The purpose of this research paper is to compare phonics versus whole language and to determine how technology can support each approach.
Language is a primary distinguisher of social groups, of regional variation, and of attitude towards others; as such, a speaker’s language use is an emblem of their social identity. Phonetic accommodation, i.e, when a speaker varies their pronunciation with respect to an interlocutor, is a tool by which speakers can minimize or emphasize linguistic difference. Through phonetic convergence, this can highlight a shared social identity, or, through phonetic divergence, can designate contrast between one identity and another. Some have suggested that phonetic accommodation is an automatic, inevitable process, surmising that identity is subsequent to it, and not its cause (Trudgill, 2008). However, I will present evidence towards the contrary,
The RWI programme teaches pupils all of the phonics sounds used in the English language and
Explicit instruction is another approach that involves the modelling of a sound by the teacher, the production of the sound by the student, the direct teaching of phonological awareness skills and the use of concrete representation and scaffolding of difficult areas. Teaching phonemic awareness together with letter-sound correspondences is learned more efficiently when presented in conjunction with letter-sound correspondences (Module 2 Unit 2 Pgs.
Interactive multimedia has played an important role in developing the process of teaching and learning towards a more dynamic quality. This assisted by the ability of the computer technology
This is a website all about oral deaf education, the reason for choosing this, the method, the process, and the advantages.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
American Speech-Language –Hearing Association @ 1997-2913, on the Internet at http://www.asha.org/careers/professions/slp.htm (visited November 11, 2013)
A student’s results are based on their ability to break apart each phoneme. The teacher will work individually with the student. The teacher will say a word. The students will break apart each sound in the word. The teacher will circle the items the student answered correctly. The tool will accurately assess the student’s ability to recognize
Consonant is a speech sound which is produced by a partial or a complete obstruction of the airflow by the constriction of the speech organs ( Ladefoged and Disner, 2012:201). The production of consonants involves bringing two of the speech organs close enough together to shut off or restrict the flow of air (Bennett, 1998: 7). Consonant sounds may be voiced or voiceless which are produced with an obstruction or occlusion at some points in the vocal tract, this obstruction of airflow could be complete or partial (Al-Hamad, 2002: 75 and Erwin, 2004:5). Consonant sounds are not produced or formed only if there is an occlusion in the flow of air or when there is a close articulation of two organs of speech or when they are fully pressed together to form the consonant sound (Ahmed, 2004:16).
Coming from a Spanish speaking household having to learn a new language can always be difficult. While, I was a child learning a second language was difficult. It was difficult for me to put words to use in the correct way. And use terms that make sense with one another term. It was difficult for me because some Spanish words sound the same as English words, and while learning I wanted to translate everything the way I say it in Spanish to English. For example, in Spanish “helo” means ice, but if you say it out loud it sounds like “yellow”. Little things like that will be a big issue to me. I have to put up with many looks from others and hear all sorts of criticism around me. Learning a new language at a young age was a struggle with reading