Pronunciation Workshop (2024)

AMERICAN PRONUNCIATION TRAINING FOR SPEAKERS OF ENGLISH AS SECOND LANGUAGE

The American English pronunciation is in great demand, especially for International Business situations. Indians learnt to speak English as second language influenced by British colonization rule. Even then, such British English Pronunciation is filtered through their mother tongue language. Majority of Second Language English speakers use their native language speech rules and intonation pattern

Using a Phonetic Alphabet to facilitate teaching English pronunciation to NBS 1 _______________________________________________________________________________ Using a Phonetic Alphabet to facilitate teaching English pronunciation to Bengali Speakers

Proceedings of EPIP3, Third International Conference on English Pronunciation Issues and Practices, 2013

A phonetic alphabet like IPA can be used to represent different speech sounds or segments, along with some of the suprasegmental characteristics like tone, length and stress, each represented by a unique visual symbol. Thus, we can transcribe an English word into a sequence of symbols, with associated sound characteristics, in the order they are to be used to pronounce the word. Our aim was to investigate the feasibility and ease of use of such a phonetic alphabet to teach English pronunciation to Native Bengali Speakers by combining this visual tool with existing audio tools and techniques. The Bengali language does not have the fricative sounds [f], [v], [z], [ʒ], [θ] and [δ] and the approximant [w]. It also does not have the very finely differentiated English vowel sounds like [ə], [ʌ] and [ɜ:] and does not differentiate between long and short vowel sounds. To overcome these problems we designed a Bengali Phonetic Alphabet (BPA) in which we used Bengali characters to represent phonemes common to both English and Bengali, and eight IPA symbols for other English phonemes. We believe that BPA can serve as an aid to teaching consistent English pronunciation to Native Bengali Speakers

ENG 141: SPOKEN ENGLISH

ENG 141 is a three - unit course that is taught in the first semester of the B.A English Programme. It introduces you to the basic concepts and techniques of spoken English. It is also designed to equip you with the ability to speak English in a variety of social and academic situations, and to enhance your understanding of academic and non-academic spoken discourse.

Color-assonant phonetics system

Journal of the Acoustical Society of America, 2001

Phonological Differences between Persian and English:Several potentially problematic Areas ofPronunciation for Iranian EFL Learners

Term paper, 2008

In light of the fact that L2 pronunciation errors are often caused by the transfer of well-established L1 sound systems, this paper examines some of the characteristic phonological differences between Persian and English. Comparing segmental and suprasegmental aspects of both languages, this study also discusses several problematic areas of pronunciation for Iranian learners of English. Based on such contrastive analysis, some of the implications for L2 pronunciation teaching are drawn.

Mastering the American Accent

A model for teaching English pronunciation that will apply to speakers of different languages

Non-Native English speakers face specific problems when learning English pronunciation. If native Speakers of Language X (NXS) can recognise and overcome these problems in learning English then it becomes easy for them to develop an “intelligible” English pronunciation. The first problem is that a few sounds, present in English, may be missing in X. An NXS English learner has to learn to “conceptualise” these new sounds. The second problem is that an NXS may interchange different English sounds and not differentiate between long and short vowel sounds. They should learn to distinguish between these sound-pairs by “reconceptualising” the relevant sounds. Next, they must learn to pronounce single and consonant cluster sounds in word initial, medial and final, positions in English words. After sorting out these three problems they may use a phonetic alphabet customised to X (XPA) for learning the correct pronunciation of English words. This phonetic alphabet will employ symbols from X to represent consonant and vowel phonemes common to both X and English. It will also have a few IPA symbols to represent sounds not present in X and some combined symbols to represent consonant cluster sounds. With such a tool it is possible to transcribe English words, following any agreed pronunciation standard. NXS English learners can learn to read and write XPA with little effort as it will be very similar to the alphabet of X. In this paper we show how the four-part English Pronunciation model may be used for designing an English Pronunciation teaching program for speakers of different languages. Keywords: English Pronunciation, phonetics, IPA, Non Native English Speakers, Conceptualisation, Intelligible Pronunciation

Using Introductions to improve initial intelligibility (pp. 145-150)

Early instruction in speaking any language includes pre-packaged chunks of functionally important language such as introductions and leave-takings. Such functional uses of language are critically important in early language use (e.g., Weinert, 1995) and provide a way for beginners to communicate in highly constrained situations (Wray, 2000). In addition, learners with higher proficiency can use the opportunities provided by functional routines to gain access to social interactions and thus, access to greater opportunities for learning the target language. However, the success of functional routines is often dependent on pronunciation that matches the expectations of interlocutors.