Language is the main means whereby people communicate. It is also, ironically, the main means whereby people fail to communicate and pronounce English sounds. Many dynamic approaches have emerged due to computer technology to facilitate speaking skills. Teaching English pronunciation is an area of language teaching that many English teachers shun. While there are various instructional materials available, as well as books on the theories and methodologies of language teaching there is comparatively little on learning pronunciation. Over the past decade there has been a growing interest in the use of information and communication technology for the teaching of pronunciation. Various types of computer hardware and software have been introduced and a survey of the literature shows an emerging interest among language teachers and researchers in the benefits of computer-assisted pronunciation instruction. ICT enabled sources like computer, internet, language lab, online dictionary, podcast, tailor-made videos, blogs, smart phones, various apps etc. play an effective role in the teaching and learning of English language pronunciation. This paper focuses on the productive usage of ICT for teaching and learning English pronunciation and concludes with recommendations for key technological competencies required by any teacher who examines pronunciation-related issues. Key words: communicate, pronunciation, ICT, computer-assisted pronunciation Introduction The concern about the English proficiency at workplace is left unchecked and this leads the lack of competitiveness in all aspects of our economic environment like administration, education, finance or trade. In this Modern world there are much advancement in the technology and acc... ... middle of paper ... ...nal institutions especially in rural set up. 6. Poor maintenance of the existing ICT gadgets (where provided) is a debilitating factor against the use of ICT in language education. Recommendations and Conclusion Without a doubt, in this Modern world there is a much advancement in the technology and access to them. In particular the internet has become an instrument where people learn, share, and collaborate in many ways not possible years before. “Teaching pronunciation is more like gymnastics than linguistics “. Employing ICT tools effectively, continuous training to the language teachers, set up of language laboratories in institutions, giving importance to pronunciation in the syllabus, a specific evaluation process, providing certificates to the students after completing such pronunciation modules can be instrumental in learning and teaching pronunciation.
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
Evaluation: We will make a scoring system, containing a scale from 0 to 5 (0 means bad pronunciation, 5 means good pronunciation). Before the treatment started, we had recorded the voice of mrs. K while reading a text. After treatment we are going to record her voice again and judge whether her pronunciation improved or not. We will also ask her family and to mrs. K herself. In this way, we consult the family and mrs. K which goal...
The proper use of pronunciation is what helps a message be understood easily by other fluent English speakers. Often times, an ELL student can struggle with forming a word correctly and may cause a word to be pronounced as a different, but similarly sounding word. One example of how the pronunciation of a word can cause a message to be unclear a Spanish speaker pronouncing “kitchen” as “chicken”. These two words are very close in sound, but each word has a completely different meaning. A mother that asks a child to “please clean the kitchen” greatly differs from the mispronounced word that has changed the sentence to “please clean the chicken”. There are many speech therapy courses that are offered in schools that will improve a child’s ability to speak productively. In the oral language speech by ELL student Tania, the Spanish student faces challenges while pronouncing “stories about magic, vampires “. These impediments can be worked on and improved over time. The grading scale of pronunciation on a rubric can range from insufficient in the result of being virtually unintelligent; to excellent, being that it pleasantly uses intonation and pronunciation as accurately as a native speaker
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Torgesen, J. K., & Mathes, P. G. (1998). What Every Teacher Should Know about Phonological Awareness. Florida State Department of Educaiton, Divison of Schools and Community Education Bureau of Instructional Support and Community Services.
Tankersley broke down the mechanics of phonemic awareness and discussed numerous relevant aspects of phonemic awareness which I can alter and implement within my classroom. For example, Tankersley discussed patterns in reading and teaching students that print carries meaning. I could implement this within my classroom by having books in my classroom library that have patterns or rhyme. I can also have books on tape and allow my students to listen to the book being read while following along with their finger in the book. This will allow students to learn that print carries meaning and assist in early reading. Tankersley also talked about reading at home and how students are influenced by their parents. Although this was directed towards students at the elementary level, this also applies to students at the high school level. If I have students who are working on reading, I will ask parents to engage with their students and read at home. I could also implement a library buddies program where I would pair my students with general education students and have them read together in the library once a week or more. The chapter also lists several letter identification and letter-sound identification skills which I can use within my classroom after making modifications. The activities presented were different from other activities I have read about and I believe they would be a great
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
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
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...
A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.
...ncements in their current employment. Over all, a good English education will help with enhancing a person’s life.
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to
The concept of ICT is vaster than this. Although it is believed that radio and television play a less important role in education nowadays, some teachers and educators still consider them as an effective means of teaching. However, ICT is a totally new phenomenon; at the very beginning.
It can be seen that English has become a global language, which is determined by lots of factors like history, culture and daily usefulness. Because of these factors, the number of people who speak English is still increasing now. English, as a significant part of social life gradually exerted profound impacts on education, job hunting and international communication. Also, it provides the whole world with a chance to share ideas and communicate freely. We are quite curious to see the further development of English as a lingua franca in the
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.