Web application to convert English into helpful characters for pronunciation learners

SHS Web of Conferences ◽

10.1051/shsconf/20207702005 ◽

2020 ◽

Vol 77 ◽

pp. 02005

Author(s):

Keita Nakatsuka ◽

Akitsugu Nogita ◽

Ian Wilson

Keyword(s):

Foreign Language ◽

North American ◽

English Learners ◽

Web Application ◽

American English ◽

International Phonetic Alphabet ◽

English Vowels

The International Phonetic Alphabet (IPA) is the most commonly used set of phonetic symbols but it can be difficult to understand and too abstract for non-phoneticians, such as English learners and foreign language educators. One of the factors that makes it difficult for English learners is the number of vowels used in English. In previous research, this problem was solved by proposing a condensed list of 13 English vowels and 24 consonants that are logically organized for North American English, and by assigning a new phonetic symbol font called Sound Spelling to these phonemes. However, there are currently no English texts that have Sound Spelling to show learners this easy way to pronounce and it is difficult for non-phoneticians to write transcriptions right away, because materials using those symbols are lacking for English learners. In this research, we developed a web application, now publicly available, that converts input English into Sound Spelling quickly and accurately to solve this problem.

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The acoustics and perception of North American English vowels

The Routledge Handbook of Phonetics ◽

10.4324/9780429056253-10 ◽

2019 ◽

pp. 219-263

Author(s):

James M. Hillenbrand

Keyword(s):

North American ◽

American English ◽

English Vowels

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North American English Vowels: A Factor-analytic Perspective

Literary and Linguistic Computing ◽

10.1093/llc/fql039 ◽

2006 ◽

Vol 21 (4) ◽

pp. 445-462 ◽

Cited By ~ 6

Author(s):

C. G. Clopper ◽

J. C. Paolillo

Keyword(s):

North American ◽

American English ◽

Factor Analytic ◽

English Vowels

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A Corpus-Based Analysis of Future Tense Markers in Indonesian EFL Textbooks for Senior High School

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefl.v5i2.250 ◽

2020 ◽

Vol 5 (2) ◽

pp. 211

Author(s):

Ikmi Nur Oktavianti ◽

Icuk Prayogi

Keyword(s):

High School ◽

Foreign Language ◽

English Learners ◽

Teaching And Learning ◽

American English ◽

Senior High School ◽

Target Language ◽

Future Tense ◽

Frequency Of Use ◽

Language Context

A well-designed textbook can enhance the teaching and learning of a foreign language and it should also consider the authenticity aspect of the target language. This paper aims at studying the use of future tense markers (i.e. will, be going to) in three EFL textbooks for senior high school in Indonesia and comparing to one of the biggest English corpora, Corpus of Contemporary American English, to investigate the authenticity of the textbooks. This study employs corpus-based analysis as it focuses on the frequency and collocates of future tense markers. This study, however, delimits the scope in conversations of the textbooks and the spoken sub-corpus. It shows that, although ‘will’ and ‘be going to’ are used in the textbooks and the corpus, there are some distinctions observed, be they the frequency of use or the collocates preceding the future tense markers. As for the semantic of the verb collocates, there seem to have many differences. These differences then need to be revisited and re-evaluated to improve Indonesian EFL textbooks materials to equip the English learners in a foreign language context with actual language use.

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An Analysis of Banyumas Dialect Influence Toward Students’ English Pronunciation

English Education ◽

10.20961/eed.v7i2.35824 ◽

2019 ◽

Vol 7 (2) ◽

pp. 262

Author(s):

Denta Naviantara ◽

Suparno Suparno ◽

Dewi Dewi

Keyword(s):

Foreign Language ◽

English Learners ◽

Qualitative Method ◽

Native Language ◽

Document Analysis ◽

Negative Influence ◽

Test Results ◽

English Vowels ◽

English Pronunciation ◽

Teachers And Students

<p>In using a foreign language, pronunciation is affected by learners’ native language. English learners with Banyumas dialect will be distinctively recognized in their English. This present study is aimed to find out the differences in segmental features between Banyumas dialect and English and to describe the extent to which the Banyumas dialect influences students’ English pronunciation. The research uses the descriptive qualitative method. There are 30 sources of data (students) from two different classes. The subjects are originally from Banyumas and use Banyumas dialect in their daily communication. The writer conducts English pronunciation tests and records the students’ voices. The test includes 105 words consisting of each English vowels, consonants, and diphthongs. Besides, other supporting data are collected through document analysis, questionnaires, and observation. The study concludes that there are some differences in segmental features between Banyumas dialect and English, which have a negative influence on students’ English pronunciation. There are many pronunciation errors found on students’ pronunciation test results. Errors in pronunciation might be difficult to change if it becomes a habit. Teachers and students need to be aware of the differences between native language and foreign-language sound systems because it might be more valuable than error correction.</p>

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Case Study of the Acoustic Vowel Space of Iraqi Students English Vowels and Standard American English Vowels

International Journal on Humanities and Social Sciences ◽

10.33193/ijohss.9.15 ◽

2019 ◽

Vol 9 ◽

pp. 248-261

Keyword(s):

American English ◽

Standard American English ◽

Vowel Space ◽

English Vowels

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij28072245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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