scholarly journals English Vowels and Consonants Mispronunciation of the Seventh President of Republic of Indonesia in His Official English Speeches and Its Influencing Factors

2018 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Ambalegin Ambalegin ◽  
Tomi Arianto
Keyword(s):  
Mother Tongue ◽  
Educational Background ◽  
Sound System ◽  
British English ◽  
Factors Influencing ◽  
English Vowels ◽  
Environmental Background ◽  
Observation Method ◽  
Received Pronunciation ◽  
Consonant Sounds

This research aimed to find out the mispronunciation of English vowels and consonants of the seventh president of Republic of Indonesia, Mr. Joko Widodo in his official English speeches based on the standard of British English Received Pronunciation (RP) and the factors influencing his English vowels and consonants mispronunciation. This research is a descriptive qualitative research. In collecting data, the researchers used observation method with non-participatory technique (Sudaryanto, 2015). In analyzing the data, the researchers used articulatory identity method (Sudaryanto, 2015). It was found that the consonant sounds /θ/, /ð/, /v/, /z/, /ʃ/ were pronounced incorrectly, the vowel sounds/ə/, /ɒ/, /ɛ/, /i/, /e/, /ɪ/ were pronounced inconsistently, and the diphthong sounds /ɪə/, /eɪ/, /əʊ/ and /aʊ/ were pronounced incorrectly. The consonant sound /l/ in the middle of the word was not pronounced. The consonant sound /j/ in the middle of the word is omitted. The consonant sounds /g/, /tʃ/, and /r/ were pronounced the same as the spelling. The consonant sounds /t/, /s/, /k/ at the end of the words were omitted. The letter y sounded /ɪ/ at the end of the word was pronounced as /e/. The diphthong sounds /ɪə/, /eɪ/, /əʊ/ and /aʊ/ were pronounced as /ɪ/, /ʌ/, /ɛ/, /ə/, /e/, and /ͻ/. The factors influencing the mispronunciation of English vowel and consonant sounds were mother tongue interference, sound system differences between Indonesian and English, the influence of spelling on pronunciation, educational background, and environmental background.

scholarly journals EFL LEARNERS’ PHONOLOGICAL INTERFERENCE OF ENGLISH ARTICULATION

JURNAL BASIS ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 145
Author(s):  
Ambalegin Ambalegin ◽  
Fasaaro Hulu
Keyword(s):  
Qualitative Research ◽  
Mother Tongue ◽  
Educational Background ◽  
Observational Method ◽  
Efl Learners ◽  
English Vowels ◽  
Environmental Background ◽  
Phonological Interference ◽  
Received Pronunciation ◽  
Consonant Sounds

This research investigated the mispronunciation of Putera Batam University EFL learners by adapting the standard of Received Pronunciation (RP) and the factors of English vowels and consonants mispronunciation. This descriptive qualitative research applied observational method with participatory technique in collecting data, and articulatory identity method in analyzing the data. The English mispronunciation was found in the EFL learners’ English pronunciation. The consonant sounds /ð/, /θ/, /th/, /z/, /r/, /ʃ/, /ʧ/, /ʤ/, /nj/, and consonant-closed syllable sound of /k/ were pronounced incorrectly.  The consonant sound /ð/ was pronounced as /d/, /θ/ as /t/, /th/ as /t/, /z/as /ɉ/, /r/ as /ɾ/, /ʃ/ as /s/, /ʧ/ as /s/, /ʤ/ as /d/, and /nj/ is pronounced as /ɲ/.  Consonant-closed syllable sound of /k/ is articulated as /Ɂ/. The vowel sounds /ə/ and /æ/ were pronounced incorrectly as /e/ and the diphthong sound /eɪ/ were pronounced incorrectly as /e/. These mispronunciation phenomena were caused by some factors based on their background. The factors were; the mother tongue interference (native language), the differences between Indonesian and English sound systems (phonetic ability), the educational background, and the environmental background (amount of exposure). 

scholarly journals The Realization of English Vowels by Kuwaiti Speakers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Hanan A. Taqi ◽  
Nada A. Algharabally ◽  
Rahima S. Akbar
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Native Speakers ◽  
Mother Tongue ◽  
Target Language ◽  
Focus Group Interviews ◽  
English Vowels ◽  
Group Interviews ◽  
Received Pronunciation ◽  
Insight Into

Learning to speak a language does not necessarily mean learning to realize all the phonemes of that language. When a sound does not exist in a speakers’ mother tongue, s/he tends to use a phonotactic; hence, either replacing the sound with another that might sound similar, eliminating the sound, or adding a sound to make it possible to realize. In some cases, the orthography of the target language causes confusion and is considered misleading to non-native speakers. There are only 6 vowels in Arabic phonetics, long and short. Yet, there are 20 phonetic vowel symbols in Received Pronunciation, and 16 in General American. The following study investigates the realization of the English vowels by Kuwaiti speakers, and the effect of orthography on such realizations. 64 male and female Kuwaiti speakers are recorded reading 55 words and 10 sentences. The data obtained was analyzed by Praat (qualitative data), and SPSS (quantitative data). Focus group interviews were also conducted to gain further insight into the topic. It was found that not only do the speakers replace the vowels that do not exist in Arabic, but they also mispronounce vowels that exist in Arabic as they are negatively affected by the English orthography.

The nature and significance of English as a global language

English Today ◽  
2007 ◽  
Vol 23 (1) ◽  
pp. 48-50 ◽  
Author(s):  
Keith Davidson
Keyword(s):  
Second Language ◽  
English Language ◽  
Mother Tongue ◽  
British English ◽  
English Only ◽  
Global Language ◽  
The Uk ◽  
Received Pronunciation ◽  
Global Population ◽  
Initial Literacy

THE DEMOGRAPHICS of the English language are well known, and the following approximations are based on figures, always provisional, projected by Crystal, Graddol, and McArthur. Anglophones (to use a broader term than ‘native’ or ‘mother tongue’ speakers of English – terms which in any case pose problems) make up some 12% of the global population. Speakers of English in the UK constitute about 16% of the 380 or so million Anglophones worldwide. In the UK, some 2% of the population speaks English as a second language, and perhaps only 15% regularly speaks a southern British form of standard English. Only a small minority of these have a form of Received Pronunciation (RP) as their normal accent, even though RP is predicated as the basis of ‘phonics’ in initial literacy, and is assumed to be the default accent in the second-language teaching of British English, in the UK and elsewhere (with however the notable exception of North America).

The role of second language in higher education: A case study of German students at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Lidy Zijlmans ◽  
Anneke Neijt ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learning ◽  
Mother Tongue ◽  
Research Question ◽  
Educational Background ◽  
Primary Concern ◽  
Study Results ◽  
Main Language

AbstractThis article reports on an investigation of the challenges and benefits of university students taking a degree course in a language other than their mother tongue. Our study was conducted from the point of view of the non-native students themselves, and our primary concern was the role of language. We investigated the academic achievement of German students studying in a Dutch-English academic environment. Dutch is the main language of instruction, and English the main language of the literature used. In search of predictors for successful learning of Dutch (our first research question), LexTALE tests were administered to determine linguistic competence in the students’ first language, German, and their second language, English. In addition, we collected data on their educational background and language learning history. None of the LexTALE scores stood out as ‘the’ predictor for success in learning Dutch; German was a slightly better predictor than English. The best predictor appeared to be the students’ general educational level, expressed in mean grades for final exams in secondary education. We then studied the role of proficiency in the foreign languages needed for academic success. Language data on L3 Dutch were gathered at the start and were compared to study results after the first six months and at the end of the first year. The level of Dutch as a second language correlated with study results, expressed in ECTS; the correlation was even higher with mean grades on exams. This indicates that language proficiency does play a role in study success.

scholarly journals Vershina – a Polish village in Siberia. Factors influencing language maintenance under changing social, cultural, economic and political conditions

2011 ◽  
Vol 2 (1) ◽  
pp. 157-170
Author(s):  
Michal Gluszkowski
Keyword(s):  
Language Maintenance ◽  
Mother Tongue ◽  
Roman Catholic ◽  
Education Administration ◽  
Cultural Economic ◽  
Factors Influencing ◽  
Catholic Religion ◽  
Polish Language ◽  
Political Conditions ◽  
The Village

The article discusses factors influencing language maintenance under changing social, cultural, economic and political conditions of Polish minority in Siberia. The village of Vershina was founded in 1910 by Polish voluntary settlers from Little Poland. During its first three decades Vershina preserved Polish language, traditions, farming methods and machines and also the Roman Catholic religion. The changes came to a village in taiga in the1930s. Vershina lost its ethnocultural homogeneity because of Russian and Buryat workers in the local kolkhoz. Nowadays the inhabitants of Vershina regained their minority rights: religious, educational and cultural. However, during the years of sovietization and ateization, their culture and customs became much more similar to other Siberian villages. Polish language in Vershina is under strong influence of Russian, which is the language of education, administration, and surrounding villages. Children from Polish-Russian families become monolingual and use Polish very rare, only as a school subject and in contacts with grandparents. The process of abandoning mother tongue in Vershina is growing rapidly. However, there are some factors which may hinder the actual changes:the activity of local Polish organisations and Roman Catholic parish as well as folk group “Jazhumbek”

scholarly journals The question of questions in Malaysian English

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Radina Mohamad Deli
Keyword(s):  
Ethnic Groups ◽  
English Language ◽  
Mother Tongue ◽  
Oral Communication ◽  
Peninsular Malaysia ◽  
British English ◽  
Tag Questions

This paper examined the forms that interrogatives and tag questions can take when used by young Malaysian speakers of English language in oral communication. It offers a description of the features for both question forms as produced by the respondents compared to those of Singapore English (SE) and Standard British English (SBE). The influence of domains and the issue of mother tongue interference in relation to the subjects’ usage of such features will also be investigated. Data were obtained through interviews with 19 Malaysian English (ME) speakers from three major ethnic groups in Peninsular Malaysia and via the recording of six conversations. The results showed various distinctive forms and features of questions in ME used by the speakers. Their usage is found to have a certain link to the domains of conversation. Further analysis revealed that mother tongue interference at the grammatical level, particularly in the case of Malay and Cantonese, plays a major role in determining the structure of ME interrogatives and tag questions as well as the subjects’ unvarying use of the rising intonation as regards the latter. As a result of this interference, ME tag questions used are found to be confined to four forms whilst both the structure of wh- and polar interrogatives experience reduction in the system of tense, auxiliary and operator when used by the subjects.

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

2017 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Rudha Widagsa ◽  
Ahmad Agung Yuwono Putro
Keyword(s):  
Second Language ◽  
English Language ◽  
Acoustic Analysis ◽  
Native Speakers ◽  
First Language ◽  
English Language Teaching ◽  
British English ◽  
Formant Frequencies ◽  
English Vowels ◽  
Second Formant

Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.Keywords: VSA, EFL, Indonesian learners, formant frequencies, acoustic

scholarly journals On the factors influencing public knowledge and acceptance of reclaimed water from a survey of three cities in northern China

2018 ◽  
Vol 9 (2) ◽  
pp. 193-202 ◽  
Author(s):  
Zhongfan Zhu ◽  
Hongrui Wang ◽  
Aihua Li
Keyword(s):  
Water Reuse ◽  
Public Attitudes ◽  
Reclaimed Water ◽  
Northern China ◽  
Educational Background ◽  
Public Knowledge ◽  
Water Shortages ◽  
Educational Backgrounds ◽  
Factors Influencing ◽  
Knowledge And Acceptance

Abstract In this study, we analysed the survey results regarding the level of public knowledge about, and general attitudes towards, reclaimed water in Jinan, Weifang, and Yantai, three cities in northern China that experience serious water shortages. The objective is to identify the factors influencing public knowledge and acceptance of reclaimed water and determine the hurdles of water reuse applications. The results showed that: (1) educational background was moderately correlated, and age and monthly income were weakly correlated, with the respondents' knowledge about water resources and use; (2) gender, occupation, and economic income were not related to public attitudes toward reclaimed water, and older people and those with higher educational backgrounds were more willing to accept the use of reclaimed water than were other respondents. This study could provide a valuable reference in other regions of China and developing countries facing similar issues of reclaimed water. The knowledge of this study will help to overcome public acceptance hurdles in other projects.

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