Wyniki wyszukiwania - Biblioteka Nauki

1

Factors influencing the pronunciation of adult speakers of a foreign language

100%

Szalkowska-Kim E.

Lingua Posnaniensis

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2015

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tom 56

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nr 1

141-158

EN

The present paper is an overview of selected investigations into acquisition of second language phonology (L2).1 It describes L2 phonology researchers’ attempts to determine the number, quantity, quality and roles of the factors which shape the pronunciation of L2 adult speakers, i.e. what is the influence of native language limitation, how the L2 phonology acquisition is governed by universal linguistic features, and whether adults use the same processes in acquiring the L2 that are used by children when they acquire their first language. This article will describe a number of longstanding phonetic and phonological projects whose aim was to discover patterns in the improvement of pronunciation in a second language (see research by Archibald, Broselow, Eckman, Flege, Hancin-Bhatt, Major and Weinberger, published in numerous compilations). It strives to explain the universal stages in the development of second language phonology. The main goal of the research is to assess the grammatical knowledge of the L2 learner, i.e. their competence in their interlanguage. The analyses show typological disproportions and universality of the strategies applied by the speakers in the target language. A few important hypotheses have been established (see below for their description), but it is important to note that most of the results verifying these hypotheses concern the acquisition of the English language, with a variable being the “input” languages of the speakers. Although this unilateral focus of the research projects reflects the expansion of the English language as the lingua franca of modern times, it might severely limit understanding of the important and interesting aspects of second language acquisition which structurally do not apply to that language, and are consequently overlooked.

2

Foreign language anxiety and self-perceived English pronunciation competence

100%

Szyszka M.

Studies in Second Language Learning and Teaching

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2011

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tom 1

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nr 2

283-300

EN

In foreign language learning a negative correlation has been reported be-tween language anxiety and both oral performance (Liu, 2006; Stephenson Wilson, 2006; Woodrow 2006) and self-perceived levels of speaking ability (Kitano, 2001; MacIntyre, Noels, & Clement, 1997; Piechurska-Kuciel, 2008). However, little is known about the relationship between language anxiety and the way students perceive their own competence regarding one of the integral components of oral performance – pronunciation. The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. A negative correlation, r = -.54 (p < .05), was found between the level of their language anxiety and self-perceived English pronunciation competence, indicating that more apprehensive teacher trainees perceived their pronunciation as poor, whereas those with lower levels of anxiety declared higher pronunciation competence. Moreover, statistically significant negative correlations were noted between the levels of anxiety and self-perceived competences of several suprasegmental aspects of pronunciation, such as word pronunciation, stress, weak forms, rhythm, linking, and assimilation. The teacher trainees who rated their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. The perception of segmentals, however, appeared to be unconnected with the participants’ anxiety.

3

К вопросу о составлении учебного пособия по фонетике для польских студентов-русистов

100%

Walczak J.

Acta Polono-Ruthenica

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2019

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tom Tom 2 Nr XXIV

115-124

EN

The article concerns theoretical premises leading to the development of a comprehensive Rus-sian pronunciation course for foreigners. The author of Fonetyka rosyjska. Praktyczny przewodnik po wymowie i intonacji z ćwiczeniami, was guided by two principles, meaning that the phonological system of the native language may be a starting point and the articulation base for learning foreign pronunciation as well as that the next learning units should be based on the most difficult parts of Russian phonetics – especially those in which an interference with Polish language is observed, and those which involve pronunciation mistakes, frequently made by Polish speaking people learn-ing Russian. Finally, the material layout consists of simultaneous isolation of difficulties during the systematic introduction of the new phonetic elements.

4

Diagnoza i postępowanie logopedyczne w nauczaniu języka polskiego jako obcego

100%

Czempka-Wewióra M. , Graboń K.

Postscriptum Polonistyczne

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2017

|

nr 1 (19) W kręgu badań językoznawczych

147-161

EN

The article describes how to use the competence of a speech therapist in teaching Polish as a foreign language (especially at the early stage of the glottodidactic process). Teaching pronunciation is an integral element of teaching Polish as a foreign language and according to the authors of the article, it can be more effective if the following issues are taken into consideration: diagnosis of speech disorders (including efficiency of speech organs and phonemic hearing) and an efficient therapy. Such an approach is advised in the case of students: 1. who have no biological deficits, however have problems learning correct pronunciation; 2. who have speech defects; or 3. whose pronunciation in a learnt language is influenced by speech therapy.

5

Management výslovnosti pravopisně neintegrovaného lexika v Českém rozhlase

100%

Havlík M. , Jílková L. , Štěpánová V.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2015

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tom 76

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nr 2

107-129

EN

In the article we present the results of research on pronunciation of orthographically non-integrated loanwords and foreign proper names at Czech Radio. The research is theoretically based on Language Management Theory. In particular, we aimed to find out whether organized language management concerning loanwords and foreign proper names is conducted at Czech Radio. Our research method consisted of semi-structured interviews with Czech Radio employees. The main object of the research was pre-broadcast management, i.e. the process preceding the actual broadcasting, when a presenter comes across (notes) a foreign word with a problematic pronunciation or a word that s/he is not sure how to pronounce. Such a noting triggers the process of language management that must inevitably lead to an acceptable form of pronunciation. Other aims of our research were to establish the types of problematic pronunciation which are frequently and recurrently noted by presenters during the pre-broadcast management and to find out the ways in which such problems are solved. More than ten different declared methods our respondents use to solve problematic pronunciation can be delimited. The management of the pronunciation of loanwords is therefore organized only sparsely at Czech Radio.

6

Preiotarea în limba română

100%

Klimkowski T.

Studia Romanica Posnaniensia

|

2014

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tom 41

|

nr 2

41-57

EN

This paper analyses the phenomenon of preiotacisation in Romanian, which consists in the prothesis of a semi-consonant [j] before the initial [e]. In fact, this is only an orthographic convention, because in most cases (eu, ele, ești, e, este, eram) the initial [je] segment is a proper diphthong of different origins that is written e, instead of ie, like in other words. Preiotacisation appears only in the pronouns el, ei and in the Old Romanian pronunciation of some borrowed words. The [j]-prothesis cannot be separated from other types of prothesis attested in the spoken language. This tendency is parallel to the similar phenomenon from Slavic languages and possibly was developed under their influence.

7

Foreign language anxiety and self-perceived English pronunciation competence

100%

Szyszka M.

Studies in Second Language Learning and Teaching

|

2011

|

tom 1

|

nr 2

283-300

EN

In foreign language learning a negative correlation has been reported be-tween language anxiety and both oral performance (Liu, 2006; Stephenson Wilson, 2006; Woodrow 2006) and self-perceived levels of speaking ability (Kitano, 2001; MacIntyre, Noels, & Clement, 1997; Piechurska-Kuciel, 2008). However, little is known about the relationship between language anxiety and the way students perceive their own competence regarding one of the integral components of oral performance – pronunciation. The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. A negative correlation, r = -.54 (p < .05), was found between the level of their language anxiety and self-perceived English pronunciation competence, indicating that more apprehensive teacher trainees perceived their pronunciation as poor, whereas those with lower levels of anxiety declared higher pronunciation competence. Moreover, statistically significant negative correlations were noted between the levels of anxiety and self-perceived competences of several suprasegmental aspects of pronunciation, such as word pronunciation, stress, weak forms, rhythm, linking, and assimilation. The teacher trainees who rated their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. The perception of segmentals, however, appeared to be unconnected with the participants’ anxiety.

8

Pojetí výslovnosti v českých výkladových slovnících (výzva k diskusi)

100%

Štěpánová V.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2013

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tom 74

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nr 4

279-298

EN

The article deals with conceptions used for the purpose of determining and presenting pronunciation forms in the entries of Czech monolingual dictionaries. This topic is currently of increasing importance, as a new dictionary is being developed at the Institute of the Czech Language. Data from commonly available dictionaries have shown that the conception in use is far from unified, and the approach chosen by the individual manuals is not always upheld; moreover, it is often considerably obscure and inappropriate (e.g. the transcription of foreign loan words with the combination of i + vowel). From the point of view of transcription, problematic phenomena include the sound [x], voiced affricates, terminal consonants, the groups di, ti and ni, the glottal stop, or recording of stress. The main aim of the text is not to determine definitive unambiguous rules (though many such rules are outlined), but rather, to initiate a broader discussion concerning suitable types of transcription, methods of gathering the necessary data, and the general approach used for the transcription of orthographic doublets.

9

Problemy (cudzoziemców i lektorów języka polskiego) z wymową liczebników

100%

Maciołek M.

Postscriptum Polonistyczne

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2015

|

nr 2(16)

109-124

EN

The article presents problems, which are encountered by foreigners and native speakers when pronouncing and accentuating Polish numerals. The most common phonetic mistakes are described and the mechanism that leads to their occurance explained. The article concludes with a list of Polish numerals with their phonetic transcription, which shows their correct pronunciation – the one that should be considered as the model pronunciation in official statements and/or accepted in everyday speech.

10

Foreign or Native-like? The Attitudes of Czech EFL Learners Towards Accents of English and Their Use as Pronunciation Models

88%

Brabcová K. , Skarnitzl R.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2018

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tom 9

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nr 1

38-50

EN

Attitudes of language users to English in the international context certainly do not rank among newly studied subjects. One of the frequent caveats of the ongoing research, however, is that it mostly targets university students of English, which may provide a very skewed perspective. This study focuses on young Czech speakers of English who have studied or are studying other disciplines and uses an online survey to examine their attitudes to English pronunciation in general and to their own pronunciation, to various accents of English and also to exposure to model accents. Analyses of 145 respondents show that 70% of them would like to acquire a native-like accent (most frequently General British), even though most of them use English with other foreigners (and not native speakers). They prefer to be exposed to many different accents of English, native and non-native, and believe that learners should themselves choose which accent they want to regard as a model. One of the most important findings concerns the participants’ belief that pronunciation is teachable and that it is worth working on it; this should provide encouragement to teachers of English. In general, our results suggest that the ELF approach and the associated Lingua Franca Core concept do not seem to be relevant for young Czech users of English.

11

Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners' Production of English /I/ and /e/

88%

Rojczyk A.

Research in Language

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2010

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tom 8

1-13

EN

The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/

12

Realización fonética de las formaciones siglares en español y polaco

88%

Wicherek M.

Studia Iberystyczne

|

2011

|

tom 10

165-173

EN

The purpose of the present article is to present different types of the phonetic realization of abbreviations which function contemporarily in Spanish and Polish. These constructions are special linguistic elements because their graphics are accepted in spite of phonetic and orthographic breakings of patterns of any language. Because of this fact, the pronunciation is one of the most important problems concerning this phenomenon. The main emphasis of the article is put on the presentation of the typology of abbreviations: a distinction is carried out between the elements which can be pronounced as one word and these which, on the other hand, are spelled out. Furthermore, the different solutions of phonetic realizations of borrowed abbreviations in Polish and Spanish are presented.

13

IMPROVING PAST TENSE PRONUNCIATION OF REGULAR VERBS THROUGH THE USE OF AUDACITY: A CASE STUDY OF EFL UNDERGRADUATE STUDENTS IN ECUADOR

88%

Benitez-Correa C. , Cabrera-Solano P. , Solano L. , Espinoza-Celi V.

Teaching English with Technology

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2020

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tom 20

|

nr 1

3-20

EN

This study examined the use of Audacity software to improve the pronunciation of regular verbs in the past tense. The participants were 30 advanced English as a Foreign Language (EFL) students of the English major of Universidad Tecnica Particular de Loja (UTPL), Ecuador. A mixed-method approach was used to gather qualitative and quantitative data from the participants by means of surveys, tests and audio recordings through Audacity. The intervention process took eight weeks. During this time, students were first instructed on the use of Audacity. Then they were taught the three pronunciation rules of regular verbs in the past tense and were asked to record a total of 10 audios per student in isolation and in context. Three-hundred audios were analyzed in total. After analyzing the data, the results indicate that Audacity is an effective tool that not only improves learners’ pronunciation, but also favors the practice of English language in a free and relaxed environment.

14

The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

88%

Algethami G.

Research in Language

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2017

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tom 15

|

nr 3

253-263

EN

This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction.

15

Accents of English at Czech Schools: Students’ Attitudes and Recognition Skills

88%

Jakšič J. , Šturm P.

Research in Language

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2017

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tom 15

|

nr 4

353-369

EN

The study investigates the attitudes of 254 Czech students towards English as the main language taught at secondary schools. The questionnaire enquired about their perspectives on learning English in general, British and American cultures and accents of English. Such preferences may have implications for pronunciation model selection in TEFL. In addition, the participants evaluated 12 words pronounced in British or American English for pleasantness, and also assigned them to one of the varieties. Despite the predominance of American culture and despite equal distribution of cultural preferences and equal aesthetic evaluation of the accents, the British variety was marked as more prestigious and was also identified more successfully. Interestingly, the findings differed between students from the capital city and those from regional schools.

16

English pronunciation training through the eyes of university graduates

88%

Krzysik I. , Lewandowska H.

Research in Language

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2017

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tom 15

|

nr 3

299-312

EN

The aim of the current study is to examine the program of pronunciation training and its implementation from a new perspective, which is that of MA graduates. The data were obtained from 65 graduates of the Faculty of English at Adam Mickiewicz University in Poznań by means of an online survey. The research questions posed in the study explore the matter of taught models and varieties of English, materials, teaching, and opinions regarding the accent the participants received. By providing a new perspective on the teaching and learning of pronunciation the study might help university teachers to enhance the pronunciation courses in their institutions.

17

Deutsche Aussprachewörterbücher im Vergleich: Die Auffassung des phonetischen Standards und Divergenzen in phonetischen Einzelfragen

88%

Tęcza Z. , Nycz K.

Germanica Wratislaviensia

|

2016

|

tom 141

383-398

DE

Im vorliegenden Aufsatz werden drei moderne Aussprachewörterbücher des Deutschen: «Großes Wörterbuch der deutschen Aussprache» (1982), «DUDEN Aussprachewörterbuch. Wörterbuch der deutschen Standardaussprache» (2000) und «Deutsches Aussprachewörterbuch» (2009) unter zweierlei Aspekten einem eingehenden Vergleich unterzogen: Zum einen im Hinblick auf die von den WörterbuchAutoren jeweils deklarierte Auffassung des phonetischen Standards, und zum anderen auf einige Detailfragen im vokalischen, konsonantischen und im suprasegmentalen Bereich, die Differenzen zwischen den untersuchten Wörterbüchern besonders deutlich zutage treten lassen.

EN

The aim of the present paper is to discuss the differences between three modern pronunciation dictionaries of the German language: Großes Wörterbuch der deutschen Aussprache (1982), DUDEN Aussprachewörterbuch. Wörterbuch der deutschen Standardaussprache (2000) and Deutsches Aussprachewörterbuch (2009). First, attention is paid to the concept of phonetic standards declared by respective authors. In the following sections a number of specific issues are outlined which pinpoint the differences between the dictionaries under analysis in the field of the vowel, consonant and suprasegmental features.

18

Deutsche Aussprachewörterbücher im Vergleich: Die lexikographische Architektonik und Prinzipien der Aufnahme lexikalischen Materials

88%

Tęcza Z. , Nycz K.

Germanica Wratislaviensia

|

2016

|

tom 141

361-382

DE

Im vorliegenden Aufsatz werden drei moderne Aussprachewörterbücher des Deutschen: «Gro-ßes Wörterbuch der deutschen Aussprache» (1982), «DUDEN Aussprachewörterbuch. Wörterbuch der deutschen Standardaussprache» (2000) und «Deutsches Aussprachewörterbuch» (2009) unter zweierlei Aspekten einem eingehenden Vergleich unterzogen: Zum einen im Hinblick auf ihre formal-editorische Beschaffenheit und die Konstruktion des Wörterverzeichnisses, und zum anderen auf die von ihnen angewandten Kriterien der Aufnahme lexikalischen Materials.

EN

The aim of the presented paper is to discuss the differences between three modern pronunciation dictionaries of the German language: Großes Wörterbuch der deutschen Aussprache (1982), DUDEN Aussprachewörterbuch. Wörterbuch der deutschen Standardaussprache (2000) and Deutsches Aussprachewörterbuch (2009). To start with, their formal, namely editorial characteristics and the structure of the index are analyzed. Furthermore, due attention is paid to the criteria of lexical material selection.

19

BEST PRACTICES IN USING VIDEO TECHNOLOGY TO PROMOTE SECOND LANGUAGE ACQUISITION

88%

McNulty A. , Lazarevic B.

Teaching English with Technology

|

2012

|

tom 12

|

nr 3

49-61

EN

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.

20

An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

88%

Đurović T. , Silaški N.

Romanian Journal of English Studies

|

2013

|

tom 10

|

nr 1

89-98

EN

The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.