scholarly journals A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES

2021 ◽  
Author(s):  
Canan AKSAKALLI ◽  
Oktay YAĞIZ
Keyword(s):  
Phonological Awareness ◽  
Qualitative Investigation ◽  
English Pronunciation ◽  
Attitudes Toward English ◽  
Teachers Attitudes

scholarly journals A aprendizagem de línguas assistida por dispositivos móveis para ultrapassar as barreiras dos alunos relativamente ao treino de pronúncia

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Marcellus Nealy
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Positive Response ◽  
Qualitative Investigation ◽  
Barriers To Learning ◽  
Mobile Assisted Language Learning ◽  
Learning Barriers ◽  
English Pronunciation ◽  
E Learning ◽  
Course Material

This paper describes a qualitative investigation of learner’s perceptions of a mobile assisted language learning (MALL) tool for improving attitudes towards English pronunciation study. Our goal was to reduce the barriers to learning and improve learners’ experience. To do this, MALL was implemented via the development of an e-learning app called SOMONA.  The curriculum design of the SOMONA program was based on Judy Gilbert’s Prosody Pyramid framework. The creative design was done intuitively through a series of brainstorming sessions. Simplicity, animation, bright colors and music were implemented as the key design features. Once the app passed usability testing, 20 learners were randomly selected to use the app and complete the English pronunciation course. Afterwards, they were given a survey to evaluate their attitudes towards the course material and the app as a learning tool.  The objective was to determine if SOMONA was an effective way to overcome barriers to learning English pronunciation. The results showed an overwhelmingly positive response from the users and indicated that the application was indeed useful in overcoming learning barriers. More study needs to be done to determine if the app alone is effective in facilitating quantifiable improvement in English pronunciation.

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 A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation

2019 ◽  
Vol 12 (1) ◽  
pp. 821-840 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
◽  
Reihaneh Sheikhy ◽  
Iraj Montashery ◽  
Mitra Alizadeh ◽  
...  
Keyword(s):  
Mixed Method ◽  
Mixed Method Study ◽  
Teaching English ◽  
English Pronunciation ◽  
Teachers Attitudes

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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