scholarly journals CHALLENGES FACED BY TAMIL LEARNERS IN LEARNING ENGLISH PRONUNCIATION

2019 ◽  
Vol 6 (1) ◽  
pp. 12-13
Author(s):  
Sumathi R ◽  
Arokya Vajitha A
Keyword(s):  
Phonological Awareness ◽  
Full Understanding ◽  
English Pronunciation ◽  
Learning English

Comparing the sounds of English and Tamil one can be able to acquire the knowledge of English sounds through his native. Only by studying the differences, difficulties of both English and Tamil it is possible to acquire a full understanding of the use of sounds. Phonological awareness refers to the ability to identify sounds of speech and make the necessary connection between the spoken units. And hence this paper attempts to discuss the differences between the languages and also the difficulties and the challenges faced by the Tamil learners in learning English pronunciation which helps the learners to identify the mistakes made by them and to be aware of the problems that forms the barrier. The possibilities will help the learners to be of a successful learner.

scholarly journals Unique Challenges Saudi EFL Learners Face

2019 ◽  
Vol 7 (4) ◽  
pp. p490
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Factors ◽  
Learning To Read ◽  
Efl Learners ◽  
Sociolinguistic Competence ◽  
English Pronunciation ◽  
Learning English

Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.

scholarly journals Investigating Iraqi EFL Learners' Awareness of Selected English Proverbs

2020 ◽  
Vol 4 (38) ◽  
pp. 12
Author(s):  
Azhar Chassab Jabir
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Full Understanding ◽  
Efl Learners ◽  
Learning English

       Learning English as a foreign language does  not refer to the mastery of  the rules or merely the grammar of  English  . Rather , it refers to the full understanding of the semantic ( and syntactic ) concepts of that language , and employing this in real life situations . In this sense , the current research represents an attempt at investigating the Iraqi  EFL Learners’ recognition and  production of selected English proverbs . The study is divided into five sections (  an  introduction , three sections and a conclusion ) .  Evidence shows   that English proverbs represent a   very important component in learning English as a foreign language , and that Iraqi EFL learners face considerable  difficulties in understanding and employing them in real life situations .

scholarly journals Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies

2021 ◽  
Vol 14 ◽  
pp. 1-6
Author(s):  
Lihong Wang ◽  
Weijie Gou
Keyword(s):  
Coping Strategies ◽  
Teaching Strategies ◽  
Negative Transfer ◽  
Transfer Effects ◽  
Teaching Process ◽  
English Pronunciation ◽  
The Impact ◽  
Listening And Speaking ◽  
Learning English ◽  
Speaking Skills

In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.

The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics

2017 ◽  
Vol 3 (1) ◽  
pp. 37
Author(s):  
Ristati
Keyword(s):  
Applied Linguistics ◽  
First Language ◽  
Mastery Level ◽  
English Pronunciation ◽  
Phonological Interference ◽  
Descriptive Approach ◽  
Quantitative Descriptive ◽  
Teaching Pronunciation ◽  
Test Result ◽  
Learning English

This paper aims to describe (1) the difficulties in pronouncing [f] and [v] by the learners of English whose first language is Dayak Ngaju, (2) constraints that cause difficulty in learning English pronunciation, and (3) the application of drill method as an attempt to solve the problem of learning English pronunciation. This study is included in applied linguistics. Problem identification is done by using contrastive analysis. The approach used is qualitative and quantitative descriptive approach. The instruments used to collect data research are a test, observation, and interview. Location of the study is in SMA PGRI Palangka Raya. Based on the pre-test result, the learners’ mastery level only 60% (under the minimum completeness criteria or KKM). The learners pronounce the sound fricative [f] and [v] à [p]. While the factors that cause difficulty are the phonological interference (interlingual transfer). As for extra-lingual factors are (1) the teachers of English have a lack of knowledge in English pronunciation, (2) the strategy applied in teaching pronunciation is not right, and (3) facility and infrastructure are inadequate, as there are no video, LCD, and language laboratory. The effort done to solve the difficulties of English pronunciation are first, the teachers follow workshop on English phonetics and phonology along with the strategy used to teach pronunciation, that is drill method. Secondly, the teachers apply drill method in pronunciation class in the form of Classroom Action Research (CAR). After the treatment is given in the form of CAR, then the mastery level is increased, it has reached 75% (already reached KKM). The learners of English pronounce correctly English sounds [f] and [v].

Teaching and Learning English at Grammar School Supported by Mobile Touch Technologies

2017 ◽  
Vol 6 (1) ◽  
pp. 61-69
Author(s):  
lvana Šimonová ◽  
Jan Netolička
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Grammar School ◽  
Appropriate Use ◽  
Frame Model ◽  
English Pronunciation ◽  
Learning English

Abstract The article deals with the implementation of iTunesU in English lessons at the secondary grammar school. The content is structured into three main parts. First, the theoretical background for the appropriate use of mobile devices is introduced reflecting the Comenius′ principles and Koole’s FRAME model. Second, a strategy for practising English pronunciation is described. Third, a set of three lessons enhanced, or not, by mobile touch technology was described and learners· feedback displayed. Finally, authors′ recommendations are provided.

scholarly journals PEMBELAJARAN ENGLISH PRONUNCIATION MELALUI MOBILE ASSISTED LANGUAGE LEARNING (MALL): POTENSI DAN HAMBATAN

2020 ◽  
Vol 4 (2) ◽  
pp. 61-66
Author(s):  
Poppy Sofia Hidayati ◽  
Abdul Rosyid
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
English Education ◽  
Human Life ◽  
Group Discussion ◽  
Opportunity To Learn ◽  
Study Program ◽  
Mobile Assisted Language Learning ◽  
English Pronunciation ◽  
Learning English

TOWARD MALL IN LEARNING ENGLISH PRONUNCIATION: POTENTIALS AND PITFALLS In this era of technology, the use of mobile phone, which is wireless, personal, networking, and ubiquitous have influenced every aspect of human life. Using mobile technology in language learning would give opportunity to learn outside the conventional class and decrease English learning problems in EFL setting. By using mobile phone, the learners could access information and develop it across space, be connected to the others and explore their ability more. This study aimed at investigating the use of Mobile Assisted Language Learning (MALL) in learning English Pronunciation. This study was qualitative approach which employed case study as the method. The study involved 30 students English Education Study Program. The data are gathered from observation, questionnaire, and Focused Group Discussion (FGD). The result shows that the use of MALL has benefited the students in enhance their ability in English Pronunciation through ELSA Speak application. The pitfalls mostly lay in the problems of signal and network in the learning process. Thus, MALL should be integrated in learning English process since it is perceived to be useful to enhance students’ performance in learning English.

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