Search results

1

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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vol. 1

|

issue 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.

2

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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vol. 74

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issue 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.

3

Problemy (cudzoziemców i lektorów języka polskiego) z wymową liczebników

100%

Maciołek M.

Postscriptum Polonistyczne

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2015

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issue 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.

4

Preiotarea în limba română

100%

Klimkowski T.

Studia Romanica Posnaniensia

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2014

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vol. 41

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issue 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.

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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vol. 76

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issue 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

Foreign language anxiety and self-perceived English pronunciation competence

100%

Szyszka M.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 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.

7

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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vol. 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.

8

Syntagma in der Ausspracheschulung – prosodische Einheiten vs. syntaktische Phrasen

100%

Żytyńska M.

Acta Universitatis Lodziensis. Folia Germanica

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2022

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issue 16

47-66

EN

The article deals with the prosodic competence of learners of German, and more precisely with prosodic units. It is not always easy for learners to correctly determine these units and consequently to set correct sentence accents. Lack of correspondence between prosodic and syntactic units leads sometimes to prosodic errors. The article tries to analyze these discrepancies between prosodic units and syntactic phrases in order to determine certain regularities.

9

Wortakzentfehler vermeiden, aber wie – zu der Automatisierung der richtigen Akzentposition im Deutschen unter polnischen Germanistikstudenten

100%

Żytyńska M.

Acta Universitatis Lodziensis. Folia Germanica

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2022

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issue 16

67-79

EN

The article deals with the recurrent incorrect accent position in the German words articulated by Polish learners, whether when reading aloud or speaking. This seems all the more serious because incorrect word accent (as well as incorrect sentence accentuation) can contribute to communication problems or even misunderstandings. The main problem here is the frequency of the errors, which are always corrected, but without success. The article is meant as a postulate to work out efficient automation methods.

10

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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vol. 56

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issue 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.

11

Diagnoza i postępowanie logopedyczne w nauczaniu języka polskiego jako obcego

100%

Czempka-Wewióra M., Graboń K.

Postscriptum Polonistyczne

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2017

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issue 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.

12

Ausspracheübungen für deutsche Polnischlernende – eine Lehrwerkanalyse

100%

Otto A.-M.

Linguistische Treffen in Wrocław

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2021

|

issue 20

331-354

EN

Standardized pronunciation is of great importance for foreign language acquisition. Phonetic skills are necessary for developing reading, writing, speaking and listening skills as well as for the entire language acquisition. Also, major pronunciation deviations can cause disruptions in communication. Therefore, it is important that pronunciation teaching and training is well integrated into foreign language teaching. Phonetic exercises in the textbooks are fundamental for this. Despite the fact that in recent years there has been an improvement of phonetic exercises in the teaching materials, still too little attention is paid to phonetics in the classroom. Using the method of teaching material analysis, the following article analyzes the phonetic practice material in three selected textbooks (+ workbooks and extra material) for Polish as a foreign language: „Hurra!!! Po Polsku“, „Polski, krok po kroku“ und „Witaj Polsko!”. German is assumed to be the learners’ source language. The results of a teaching material analysis can be used to make recommendations for teachers, e.g. which textbooks are recommendable concerning phonetic exercises or give advice how to work effectively with the given material. Among others it is important to fully exploit the potential of the phonetic exercises, to extend exercises if necessary, or to create one’s own additional material if the textbook used in class does not provide sufficient material. Using teaching material analysis, the three textbooks will be compared with each other regarding quantity, quality and selection of the phenomena. The single exercises will be classified using an exercise typology. The results of the analysis and the final comparison show that the phonetic exercise material still can be improved regarding quantity and quality. Overall, “Hurra!!! Po Polsku” already has many well-made pronunciation exercises. The phonetic exercises are well integrated and perform better in most points compared to the other two analyzed textbooks (+ workbooks and extra material).

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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vol. 20

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issue 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

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

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2013

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vol. 10

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issue 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.

15

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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vol. 8

85-97

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/

16

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

88%

Tęcza Z., Nycz K.

Germanica Wratislaviensia

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2016

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vol. 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.

17

Výslovnost maďarských jmen u českých mluvčích : korespondence předchozí znalosti a realizované výslovnosti

88%

Jílková L.

Acta onomastica

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2016

|

vol. 55

121-132

EN

This article illustrates the tendencies in pronouncing selected Hungarian names by Czech speakers. When choosing the names, two mam criteria were considered: 1) that the names were likely to be familiar to Czech speakers and simultaneously 2) that they contained a sound with problematic pronunciation. The selected names were incorporated in test sentences, which the respondents recorded on a voice recorder. The number of respondents was 65. After the recording, the respondents marked the names they had already known. The aim of my analysis was to find the extent to which previous knowledge influences pronunciation. In most cases, respondents with previous knowledge were more successful compared to those without any knowledge and achieved the appropriate pronunciation more frequently when employing the principle of phonological approximation, e.g. Sándor Petöfi [ſa:ndor pεtε:fi] and sometimes when employing the original pronunciation, e.g.[ſa:ndor pεtæ:fi]. However, in the case of the toponym Harkány, surname Rákóczi and first name Lajos, the previous knowledge did not play any role, and both groups of respondents pronounced these names almost equally, most frequently [harka:nı], [raikotſi], [la:joſ]. The most frequent principle employed was the spelling (graphic) pronunciation, e.g. Frigyes [frıgıjes], Sólyom [so:lıjom], Arany [aranı], Harkány [harka:nı], including a variety of modifications such as frequent changes in the vowel length, e.g. Sándor [sa:ndo:r]. Respondents without any previous knowledge of the names often showed a wide range of , pronunciation varieties.

18

Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents

88%

Warmuz E.

Romanica Wratislaviensia

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2016

|

vol. 63

175-192

EN

In this article, through the analysis of the structure of phonetic activities included in chosen textbooks of French as a foreign language (FLE) used in Poland, we present the rules according to which the corpora are built and used. We also rate the adequacy to the task-oriented approach. Next, we prove how learners perceive this type of exercises and their usefulness for the correct pronunciation. Conclusions point to a regular presence, in analyzed textbooks, of specific phonetic activities based mainly on contextualized simple sentences, connected grammatically and lexically with the textbook contents. These exercises are evaluated and rated by learners as important for the correct pronunciation, which contributes to successful communication, and as helpful in gaining additional skills and knowledge.

19

Fonetická problematika v jazykové poradně

88%

Štěpánová V.

Naše řeč (Our Speech)

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2013

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vol. 96

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issue 2

61-78

EN

The article analyses phonetic (pronunciation-related) inquiries delivered by e-mail to the language consulting centre of the Institute of the Czech Language during the years 1999–2010. These questions are much less numerous than, for example, those concerning orthography, yet they are often noteworthy. The paper points out the specific traits of these questions. The inquiries concerning the prosodic level of the language are discussed. On the segmental level, attention is devoted to the pronunciation of words of Czech origin (pronunciation of sound groups, as well as the orthophonic realization of the individual sounds).

20

Badania fonetyczne a glottodydaktyka – samogłoski języka niderlandzkiego w wymowie rodzimych użytkowników polszczyzny

88%

Derych A.

Linguistische Treffen in Wrocław

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2022

|

issue 22

377-384

EN

Phonetic research is both valid and important in the context of teaching foreign pronunciation. Its results provide methodological guidelines as well as they facilitate understanding of certain linguistic phenomena. The present paper is a review article of a recent monograph written by Zuzanna Czerwonka-Wajda, entitled “Wymowa samogłosek niderlandzkich przez osoby polskojęzyczne. Teoria, praktyka i dydaktyka” (Wrocław 2022: Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe). The monograph is situated within the field of phonetics and is concerned with the pronunciation of Dutch vowels by native speakers of Polish. What seems important and particularly valuable, the book presents multifaceted research: theoretical, practical and foreign language teaching issues are being analysed. The author focuses not only on discussing concepts such as e.g. transfer, interference, norm.

Refine search results

Foreign language anxiety and self-perceived English pronunciation competence

Pojetí výslovnosti v českých výkladových slovnících (výzva k diskusi)

Problemy (cudzoziemców i lektorów języka polskiego) z wymową liczebników

Preiotarea în limba română

Management výslovnosti pravopisně neintegrovaného lexika v Českém rozhlase

Foreign language anxiety and self-perceived English pronunciation competence

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

Syntagma in der Ausspracheschulung – prosodische Einheiten vs. syntaktische Phrasen

Wortakzentfehler vermeiden, aber wie – zu der Automatisierung der richtigen Akzentposition im Deutschen unter polnischen Germanistikstudenten

Factors influencing the pronunciation of adult speakers of a foreign language

Diagnoza i postępowanie logopedyczne w nauczaniu języka polskiego jako obcego

Ausspracheübungen für deutsche Polnischlernende – eine Lehrwerkanalyse

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

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

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

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

Výslovnost maďarských jmen u českých mluvčích : korespondence předchozí znalosti a realizované výslovnosti

Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents