FROG'S TONGUE TWISTER

2004 ◽  
Vol 207 (1) ◽  
pp. 5-5
Author(s):  
K. Phillips
Keyword(s):  
Tongue Twister

scholarly journals Maximum Speech Performance and Executive Control in Young Adult Speakers

2020 ◽  
Vol 63 (11) ◽  
pp. 3611-3627
Author(s):  
Chen Shen ◽  
Esther Janse
Keyword(s):  
Young Adult ◽  
Executive Control ◽  
Adult Population ◽  
Real Word ◽  
Performance Tasks ◽  
Adult Participants ◽  
Speech Performance ◽  
Tongue Twister ◽  
Switching Task ◽  
Cognitive Switching

Purpose This study investigated whether maximum speech performance, more specifically, the ability to rapidly alternate between similar syllables during speech production, is associated with executive control abilities in a nonclinical young adult population. Method Seventy-eight young adult participants completed two speech tasks, both operationalized as maximum performance tasks, to index their articulatory control: a diadochokinetic (DDK) task with nonword and real-word syllable sequences and a tongue-twister task. Additionally, participants completed three cognitive tasks, each covering one element of executive control (a Flanker interference task to index inhibitory control, a letter–number switching task to index cognitive switching, and an operation span task to index updating of working memory). Linear mixed-effects models were fitted to investigate how well maximum speech performance measures can be predicted by elements of executive control. Results Participants' cognitive switching ability was associated with their accuracy in both the DDK and tongue-twister speech tasks. Additionally, nonword DDK accuracy was more strongly associated with executive control than real-word DDK accuracy (which has to be interpreted with caution). None of the executive control abilities related to the maximum rates at which participants performed the two speech tasks. Conclusion These results underscore the association between maximum speech performance and executive control (cognitive switching in particular).

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

An examination of articulatory skill in monolinguals and multilinguals: A tongue twister experiment

2020 ◽  
Vol 148 (4) ◽  
pp. 2659-2659
Author(s):  
Crystal Gilbert ◽  
Beckie Dugaillard ◽  
Marianna Krivoshaev ◽  
Laura Spinu
Keyword(s):  
Tongue Twister

scholarly journals Eccentric Voices and the Representation of Vocal Virtuosity in Fiction: James McCourt’s Mawrdew Czgowchwz

2016 ◽  
Vol 13 (1) ◽  
pp. 69-79
Author(s):  
Marcin Stawiarski
Keyword(s):  
Fundamental Mode ◽  
The Novel ◽  
Music In Literature ◽  
Tongue Twister ◽  
The Voice

This paper examines the representation of vocal virtuosity in fiction. It focuses on the concept of voice as it is represented in a work of fiction through musical eccentricity. The paper centres on James McCourt’s Mawrdew Czgowchwz (1975). James McCourt’s novel tells the story of an opera singer, Mawrdew Czgowchwz. In the novel, the voice is related to extravagance and fanaticism, so that it relates to violence and conflict. In McCourt’s novel, the stylistic features of the text show a hyperbolic use of language resorting to Rabelaisian lists, foreign vocabulary, neologisms, or nonce-words, which create tongue-twister cornucopia effects of linguistic musicality. The paper aims to demonstrate that (a) the mode of eccentricity is a fundamental mode of representing music in literature; (b) eccentricity rubs off on the very structure of the text, so that it leads to singular forms of operatic musicalization of fiction and musicalized writing; (c) the voice ends up turning into a fetish object.

scholarly journals Transcranial Direct current stimulation does not modulate performance on a tongue twister task

2019 ◽  
Author(s):  
Charlotte E. E. Wiltshire ◽  
Kate E. Watkins
Keyword(s):  
Right Hemisphere ◽  
Motor Evoked Potentials ◽  
Controlled Study ◽  
Age Related ◽  
Cathodal Tdcs ◽  
Motor Excitability ◽  
Tongue Twisters ◽  
Tongue Twister ◽  
The Right ◽  
Simple Sentences

AbstractBackgroundTDCS modulates cortical excitability in a polarity-specific way. When used in combination with a behavioural task, it can also alter performance. Previously, tDCS modulated the performance of older adults on a complex speech motor learning task, which involved repetition of tongue twisters [1].ObjectiveWe aimed to replicate this finding in healthy young participants and to extend it by measuring tDCS-induced changes in motor excitability using transcranial magnetic stimulation and motor-evoked potentials elicited in the lips.MethodIn a double-blind randomized sham-controlled study, three groups of 20 participants received: 1) anodal tDCS to the left IFG/LipM1 and cathodal tDCS to the right hemisphere homologue; or 2) cathodal tDCS over the left and anodal over the right; or 3) sham stimulation. Participants heard and repeated tongue twisters and matched simple sentences before, during and 10 minutes after the stimulation. Motor excitability was measured before and immediately after the tDCS.ResultsThe improvement in performance of tongue twister repetition from baseline to after stimulation was significantly greater than for the simple sentences but did not differ among the three groups. Motor excitability significantly decreased to a small but similar extent across the three groups.ConclusionsTDCS did not modulate performance on a complex articulation task in healthy young adults. TDCS applied concurrently with task learning also failed to modulate motor excitability in expected ways. TDCS may be most effective in brains where brain function is sub-optimal due to age-related declines or pathology.

scholarly journals Using Tongue Twister to Improve Students’ Pronunciation

2017 ◽  
Vol 2 (2) ◽  
pp. 110-115
Author(s):  
Dewi Lutfiani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Foreign Language Learners ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Tongue Twister ◽  
Basic Ability ◽  
Teaching Learning ◽  
Teaching Pronunciation

peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Vol 8 (4) ◽  
pp. 365-383
Author(s):  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Tongue Twister

scholarly journals TONGUE-TWISTER AS A METHOD OF STUDENTS’ PRONUNCIATION TRAINING AT HANOI UNIVERSITY (INITIAL STAGE OF TRAINING)

2021 ◽  
pp. 4-7
Author(s):  
Nhung Do Thi Hong
Keyword(s):  
Russian Language ◽  
Initial Stage ◽  
Language Classes ◽  
Tongue Twisters ◽  
Tongue Twister

This paper discusses the ways of employing tongue-twisters in training students’ pronunciation at the Hanoi University (the initial stage of training). The study analyzes the accent of students of the Hanoi University as well as the most common difficulties in the pronunciation of students. The article examines the similarity and differences in the pronunciation of the Russian and Vietnamese languages. The author of the research proposes suitable tongue-twisters and games that can be used in Russian language classes to practice pronunciation. 

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