DOCSLIB.ORG

An Investigation of English Spelling Problems of Arabic-Speaking Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Investigation of English Spelling Problems of Arabic-Speaking Students Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 An investigation of English spelling problems of Arabic-speaking students Deborah Georgette Keim Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons, and the Bilingual, Multilingual, and Multicultural Education Commons Let us know how access to this document benefits ou.y Recommended Citation Keim, Deborah Georgette, "An investigation of English spelling problems of Arabic-speaking students" (1991). Dissertations and Theses. Paper 4172. https://doi.org/10.15760/etd.6056 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Deborah Georgette Keim for the Master of Arts in Teaching English to Speakers of Other Languages presented June 19, 1991. Title: An Investigation of English Spelling Problems of Arabic­ speaking Students. APPROVED BY THE MEMBERS OF THE THE.5IS COMMITTEE: Jeanette DeCarrico, Chair Marjorie Terdal Kimberley BroJn Ray Mariels In this two-part study, English spelling errors of Arabic­ speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English 2 spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing. This study was designed to test three hypotheses in order to answer the following three research questions: 1. What kinds of spelling errors do Arabic-speaking students actually make? 2. Are there some patterns to the English spelling errors of Arabic-speaking students? 3. Do spelling errors in a written English text have a significant negative influence on readers' evaluation of it? Is there a significant relationship between spelling errors in a text and readers' evaluation of the text? The hypotheses generated from these questions are the following: 1. Arabic-speaking students make a variety of spelling errors in English. These errors are discussed in Part One, which is a descriptive study of spelling errors. The actual collection of spelling errors is included as Appendix A. 2. There are patterns to the English spelling problems of Arabic-speaking students. This hypothesis is supported based on the analysis of spelling error data in Part One. which is a descriptive study. Spelling error patterns are discussed in detail. 3 3. (A) Spelling errors in a written English text have a significant negative influence on readers' evaluation of it. (B) There is a significant difference between the mean scores a reader assigns to a text with spelling errors compared with the same text with no spelling errors. The scores will be significantly lower for a text that includes various spelling errors. compared with the same text with no spelling errors. These two hypotheses are supported by the results of Part Two of this study. The results suggest that a high density of spelling errors in a text (21 to 26\ spelling error density) has a negative influence on readers· evaluation of it. However. a low density of spelling errors in a text (7 to 13 i spelling error density) does not show a negative influence. There is a relationship between the density of spelling errors in a text and the scores that evaluators assign to the text. In this study, the scores were significantly lower for texts that included a high density of spelling errors compared with the same texts with no spelling errors. The scores were not significantly lower for texts with a low error density compared with the same texts with no spelling errors. The information presented in this thesis offers valuable insights that can increase teachers' awareness of the spelling problems of Arabic-speaking students and encourage understanding of why they have these difficulties. Furthermore. this thesis provides empirical evidence that shows the negative influence that a high density of spelling errors can have on readers· evaluation of a written text. In 4 addition, this thesis offers suggestions for helping students improve their spelling ability. It is hoped that spelling practice will be incorporated into TESOL (Teaching English to Speakers of Other Languages) curricula, according to students' needs. AN INVESTIGATION OF ENGLISH SPELLING PROBLEMS OF ARABIC-SPEAKING STUDENTS by DEBORAH GEORGETTE KEIM A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Portland State University 1991 TO THE OFFICE OF GRADUATE STUDIES: The members of the Committee approve the thesis of Deborah Georgette Keim presented June 19, 1991. anett Marjorie Terdal Ray Mariels APPROVED: mes R. NattingerVChair, Department of Applied Linguistics -y f c and DEDICATION I would like to dedicate my thesis to my family: my mother, Frances Trebelhorn; my grandmother, Georgia Rossos; and my brother, Michael Keim. I appreciate your love and support, and I dedicate this thesis to you. With Love, Deb ACKNOWLEDGEMENTS I would like to acknowledge the members of my committee who offered their help and support with my thesis. I wish to express my sincere gratitude and appreciation to Jan DeCarrico, who acted as both my academic advisor and thesis advisor. I appreciate the guidance and support that she has given me. I want to thank Marge Terdal for her ongoing help and suggestions for my research and thesis. Also, I am grateful to Kim Brown for her support and assistance with my thesis. I wish to thank Ray Mariels for offering his ongoing support and for participating as a member of my committee. I appreciate everyone who helped me with this research project. TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS . iii LIST OF TABLES .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. vi CHAPTER I INTRODUCTION . .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 Research Questions and Hypotheses . 1 Background ................................ 3 Clarification of Terms ........................ 4 Summary of Literature ...................... 4 Summary .................................. 8 II REVIEW OF THE LITERATURE ...................... 10 English Spelling ............................ 10 Spelling Problems of ESL Students ............ 15 Evaluation of ESL Students' Written Work ..... 17 Spelling Problems of Arabic-Speaking Learners of English ......................... 22 Summary ................................. 29 I I I METHODS AND PROCEDURES. 31 Summary of Research ....................... 31 Research Methodology ...................... 32 Subjects ................................... 34 Instruments and Materials . 36 v Scoring ...........· .......................... 37 Statistical Procedure ......................... 41 IV RESULTS ......................................... 42 Analysis of the Spelling Error Data ............. 42 Analysis of the Raters' Scores for the Six Texts ............................. 48 Spelling Error Density . 49 V SUMMARY AND DISCUSSION ........................ 52 Discussion of Hypotheses .................... 53 Discussion of Results . 5 5 The Importance of this Research Project ........ 57 Teaching Suggestions ......................... 58 In Conclusion . 61 Directions for Further Study ................... 62 REFERENCES .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 64 APPENDICES A SPELLING ERROR DATA............................ 67 B SCORING SHEET, SCORING GUIDE, AND TWO VERSIONS OF THE PACKET OF SIX TEXTS ....................... 75 C THE SIX TEXTS WITH SPELLING ERRORS HIGHLIGHTED.................................... 94 D RATERS' SCORES .................................. 101 E ANNOTATED BIBLIOGRAPHY OF RESOURCES FOR TEACHING SPELLING .............................. 104 LIST OF TABLES TABLE PAGE I Organization of Reading Packets . 40 II Major Spelling Error Patterns . 43 III Mann-Whitney U Test Results Comparing Texts with Spelling Errors and Texts Without Spelling Errors ... 48 IV Spelling Error Density of the Texts ................ 50 CHAPTER I INTRODUCTION In this two-part study, English spelling errors of Arabic­ speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed, and spelling error patterns are discovered. Next, a study is done to deter mine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing. RESEARCH QUESTIONS AND HYPOTHESES The purpose of this thesis is to investigate the spelling problems of Arabic-speaking students. The three questions this research seeks to address are: 1. What kinds of spelling errors do Arabic-speaking students actually make? 2. Are there some patterns to the English spelling errors of Arabic-speaking students? 2 3. Do spelling errors in a written English text have a significant negative influence on readers' evaluation of it? Is there a significant relationship between spelling errors in a text and readers· evaluation or the text? The hypotheses generated from these questions are the following: l. Arabic-speaking students make
Load more

Recommended publications
  • English Spelling Among the Top Priorities In
    Research in Language, 2016, vol. 2 DOI: 10.1515/rela-2016-0002 ENGLISH SPELLING AMONG THE TOP PRIORITIES IN PRONUNCIATION TEACHING : POLGLISH LOCAL VERSUS GLOBAL (ISED ) ERRORS IN THE PRODUCTION AND PERCEPTION OF WORDS COMMONLY MISPRONOUNCED MARTA NOWACKA Uniwersytet Rzeszowski [email protected] Abstract This paper presents the results of a questionnaire and recording-based study on production and recognition of a sample of 60 items from Sobkowiak’s (1996:294) ‘words commonly mispronounced’ by 143 first-year BA students majoring in English. 30 lexical items in each task represent 27 categories defined by Porzuczek (2015), each referring to one aspect of English phonotactics and/or spelling-phonology relations. Our aim is to provide evidence for the occurrence of local and globalised errors in Polglish speech. This experiment is intended to examine what types of errors, that is, seriously deformed words, whether avoidable, ‘either-or’ or unavoidable ones, as classified in Porzuczek (2015), are the most frequent in production and recognition of words. Our goal is to check what patterns concerning letter-to-sound relations, are not respected in the subjects’ production and recognition of an individual word and what rules should be explicitly discussed and practised in a phonetics course. The results of the study confirm the necessity for explicit instruction on the regularity rather than irregularity of English spelling in order to eradicate globalised and ‘either-or’ pronunciation errors in the speech of students. The avoidable globalised
    [Show full text]
  • Open Research Online Oro.Open.Ac.Uk
    Open Research Online The Open University’s repository of research publications and other research outputs “You can just give those documents to myself’: Untriggered reflexive pronouns in 21st century spoken British English Book Section How to cite: Paterson, Laura (2018). “You can just give those documents to myself’: Untriggered reflexive pronouns in 21st century spoken British English. In: Brezina, Vaclav; Love, Robbie and Aijmer, Karin eds. Corpus Approaches to Contemporary British Speech. Sociolinguistic Studies of the Spoken (BNC2014). Abingdon: Routledge. For guidance on citations see FAQs. c 2018 Routledge Version: Accepted Manuscript Link(s) to article on publisher’s website: https://www.routledge.com/Corpus-Approaches-to-Contemporary-British-Speech-Sociolinguistic-Studies/Brezina-Love-Aijmer/p/book/9781138287273 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk You can just give those documents to myself’: Untriggered reflexive pronouns in 21st century spoken British English Laura L. Paterson, The Open University, UK 1. Introduction Reflexive pronouns, such as myself, herself, yourselves, share a real-world referent with other components of the clause (or local domain) in which they occur. As such, they require a coreferent noun phrase (NP) to fulfil their syntactic criteria. In the sentence ‘The cat washes herself’, the NP the cat and the reflexive pronoun herself correspond to the same entity and share a syntactic bond. However, despite formal syntactic constraints, reflexive pronouns are used without coreferent NPs in (some varieties of) English (Parker, Riley and Meyer 1990).
    [Show full text]
  • English Spelling and Phonemic Representation
    Deseret Language and Linguistic Society Symposium Volume 6 Issue 1 Article 20 3-28-1980 English Spelling and Phonemic Representation Royal Skousen Follow this and additional works at: https://scholarsarchive.byu.edu/dlls BYU ScholarsArchive Citation Skousen, Royal (1980) "English Spelling and Phonemic Representation," Deseret Language and Linguistic Society Symposium: Vol. 6 : Iss. 1 , Article 20. Available at: https://scholarsarchive.byu.edu/dlls/vol6/iss1/20 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Deseret Language and Linguistic Society Symposium by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. ENGLISH SPELLING AND PHONEMIC REPRESENTATION Royal Skousen Brigham Young University ABSTRACT There are at least three different ways that spelling can affect phonemic representation: (1) spelling pronunciations; (2) resolving the ambiguities due to phonemic overlap; and (3) influencing speakers' interpretations of general phonetic sequences. This last case has important consequences for phonological theory, since linguistic arguments are usually based on adult perceptions of phonemic representation -- representation which has been influenced by the orthography. 1 In this paper I will discuss the effects of spelling on English phonology. Within recent years, orthographic evidence, especially the naive spellings of young children, have been used to support certain phonemic representa­ tions. In this paper I hope to identify certain dangers that may arise if such evidence is used indiscriminately. In particular, I will argue that children's phonemic perceptions are frequently different than those of adults (even when there is no difference in pronunciation) and that orthography is responsible for many of the differences in adult percep­ tions of phonemic representation.
    [Show full text]
  • A Feasibility Study of Hypercorrection in The
    I IS PRESTIGIOUS: A FEASIBILITY STUDY OF HYPERCORRECTION IN THE ACCUSATIVE CASE IN AMERICAN ENGLISH A RESEARCH PAPER SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY BENJAMIN D. BISHOP GUILHERME DUARTE GARCIA - ADVISOR BALL STATE UNIVERSITY MUNCIE, INDIANA MAY 2020 1 I IS PRESTIGIOUS Page 2 Contents 1 Abstract 4 2 Introduction 4 2.1 Linguistic Viruses . 4 2.2 Hypercorrection . 5 2.3 Identity in L1 English Hypercorrection . 7 2.4 Instructional Implications . 9 2.5 Objective . 10 3 Methods 12 4 Experiment 1 13 4.1 Methodology, Experiment 1 . 13 4.2 Results, Experiment 1 . 15 4.3 Discussion, Experiment 1 . 17 4.3.1 Hypercorrection and grouping . 17 4.3.2 Hypercorrection and time in residence . 18 4.3.3 Hypercorrection and age . 19 4.3.4 Hypercorrection and degree . 19 4.4 Overall Discussion . 19 5 Experiment 2 20 5.1 Methodology Experiment 2 . 20 5.2 Results, Experiment 2 . 21 5.3 Discussion, Experiment 2 . 23 5.3.1 Positional Import . 23 5.3.2 Education . 24 5.3.3 Age . 24 I IS PRESTIGIOUS Page 3 6 General Discussion 25 6.1 Degree and hypercorrection in culture . 25 6.2 Age and hypercorrection in culture . 26 6.3 The linguistic virus' structure . 27 6.3.1 The Linguistic Virus' Internal Structure . 27 6.3.2 The Linguistic Virus' External Placement . 28 6.3.3 The Linguistic Virus' Virulence . 28 6.4 Implications for instruction . 28 7 Conclusions 29 8 Implications for Future Research 30 I IS PRESTIGIOUS Page 4 1 Abstract Hypercorrection is an overgeneralization of a prestige semantic struc- ture (Piattelli-Palmarini and Uriagereka, 2004).
    [Show full text]
  • Phonetics and Phonology
    TRNAVA UNIVERSITY IN TRNAVA FACULTY OF EDUCATION PHONETICS AND PHONOLOGY Selected Aspects of English Pronunciation Učebné texty Hana Vančová Trnava 2019 Phonetics and Phonology. Selected Aspects of English Pronunciation Učebné texty. © Mgr. Hana Vančová, PhD. Recenzenti: prof. PaedDr. Silvia Pokrivčáková, PhD. Mgr. Eva Lukáčová, PhD. Jazyková korektúra: M. A. Louise Kocianová Vydal: Pedagogická fakulta Trnavskej univerzity v Trnave Vydanie: prvé Náklad: elektronické vydanie Trnava 2019 ISBN 978-80-568-0178-9 2 OBSAH Introduction ................................................................................................................................ 5 1 THE ACOUSTIC ASPECT OF LANGUAGE ................................................................................... 6 1.1 The development of human speech ................................................................................. 6 1.2 Interfaces of phonetics and phonology with other linguistic disciplines ......................... 8 1.3 English orthography and pronunciation ......................................................................... 11 2 PHONEMES AND ALLOPHONES ............................................................................................. 16 2. 1 Vowel sounds ................................................................................................................. 16 2.1.1 Vowels (monophthongs) .......................................................................................... 16 2.1.2 Diphthongs ..............................................................................................................
    [Show full text]
  • LEXICAL and SOCIOLINGUISTIC VARIATION in QATARI ARABIC by Darwish Ghuloom Hussein Yousef Al-Amadidhi Thesis Submitted for the De
    LEXICAL AND SOCIOLINGUISTICVARIATION IN QATARI ARABIC by Darwish Ghuloom Hussein Yousef Al-amadidhi Thesis submitted for the degree of Doctor of Philosophy University of Edinburgh 1985 Dedication To my parents and my wife with love and gratitude Abstract This thesis embodies the result of an investigation into two linguistic variables: the (d3) and the (Q) in QD. The basic issue tackled is this: are variations observed in these variables rule governed? If so, are they linguistic or non-linguistic? A close examination of the data has shown that the variables are governed to a great extent by the class of lexical item containing the variaoles. Moreover they have demonstrated co-variation with paralinguistic factors such as social group membership, age, level of education and style. The social motivation for change and variation are highlighted. Such processes occur as a result of status-ranking of local social dialects and as a result of the tendency of the younger people to modify their speech in the direction of the superimposed variety, which is learnt at school. The impact of the process of modernization on linguistic change is also examined. Acknowledgement I would like to thank the University of Qatar for providing me with the full scholarship which made it possible for me to continue my post graduate studies and complete this work. I must also- express my deep appreciation and thanks to the Cultural Attache's Office (Embassy of Qatar) in London for the help they offered during my stay in Britain-. This thesis would perhaps not have been completed without the interest, encouragement, patience and perspicacious criticism of my supervisor, Professor James R.
    [Show full text]
  • Usage, Rules, and Style
    USAGE, RULES, AND STYLE BY JACK LYNCH, ASSOCIATE PROFESSOR OF ENGLISH RUTGERS UNIVERSITY, NEWARK , NEW JERSEY Web: http://andromeda.rutgers.edu/~jlynch/Writing/links.html Email: <[email protected]> The Above, The Following. Lists are common in some sorts of writing, introduced by the following and referred to by the above. But you can often make a sentence clearer and punchier with simple pronouns: instead of the above topics, try these topics — the context makes your subject clear. Action Verbs. Action verbs, as the name reveals, express actions; contrast them with verbs of being. Think of the difference between "I study" (action verb, even if it's not the most exciting action) and "I am a student" (verb of being). It's often wise to cut down on verbs of being, replacing them (whenever possible) with action verbs; that'll make your writing punchier. Whatever you do, though, don't confuse action verbs with the active voice, which is the opposite of the passive voice. Sentences with verbs of being (such as am, is, are, were) aren't necessarily passive sentences, even if they're often weak ones. Affect versus Effect. Affect with an a is usually a verb; effect with an e is (usually) a noun. When you affect something, you have an effect on it. The usual adjective is effective. If the usuals leave you curious, here's the rest of the story: affective as an adjective means "relating to or arousing an emotional reaction"; effect as a verb means "to bring about" or "to accomplish," as in "to effect a change." All of.
    [Show full text]
  • MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
    BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language.
    [Show full text]
  • Yiddish and Relation to the German Dialects Bryan Witmore University of South Carolina
    University of South Carolina Scholar Commons Theses and Dissertations 6-30-2016 Yiddish and Relation To The German Dialects Bryan Witmore University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the German Language and Literature Commons Recommended Citation Witmore, B.(2016). Yiddish and Relation To The German Dialects. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/ etd/3522 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. YIDDISH AND ITS RELATION TO THE GERMAN DIALECTS by Bryan Witmore Bachelor of Arts University of South Carolina, 2006 Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in German College of Arts and Sciences University of South Carolina 2016 Accepted by: Kurt Goblirsch, Director of Thesis Lara Ducate, Reader Lacy Ford, Senior Vice Provost and Dean of Graduate Studies © Copyright by Bryan Witmore, 2016 All Rights Reserved. ii ACKNOWLEDGEMENTS This thesis project was made possible in large part by the German program at the University of South Carolina. The technical assistance that propelled this project was contributed by the staff at the Ted Mimms Foreign Language Learning Center. My family was decisive in keeping me physically functional and emotionally buoyant through the writing process. Many thanks to you all. iii ABSTRACT In an attempt to balance the complex, multi-component nature of Yiddish with its more homogenous speech community – Ashekenazic Jews –Yiddishists have proposed definitions for the Yiddish language that cannot be considered linguistic in nature.
    [Show full text]
  • Phonological Variation and Change in Immigrant Speech : a Sociolinguistic Study of a 1967 Arab-Israeli War Immigrant Speech Community in Damascus, Syria
    Durham E-Theses Phonological variation and change in immigrant speech : A sociolinguistic study of a 1967 Arab-Israeli war immigrant speech community in Damascus, Syria. Jassem, Zaidan Ali How to cite: Jassem, Zaidan Ali (1987) Phonological variation and change in immigrant speech : A sociolinguistic study of a 1967 Arab-Israeli war immigrant speech community in Damascus, Syria., Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/1682/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. PHONOLOGICAL VARIATION AND CHANGE IN IMMIGRANT SPEECH A SOCIOLINGUISTIC STUDY OF A 1967 ARAB-ISRAELI WAR IMMIGRANT SPEECH COMMUNITY IN DAMASCUS, SYRIA. by Zaidan Ali Jassem (B.
    [Show full text]
  • Pronunciation of the English Fricatives
    Hugvísindasvið Pronunciation of the English Fricatives: Problems Faced by Native Finnish Speakers B.A. Essay Minna Marika Timonen May 2011 PRONUNCIATION OF THE ENGLISH FRICATIVES 2 University of Iceland School of Humanities Department of English Pronunciation of the English Fricatives: Problems Faced by Native Finnish Speakers B.A. Essay Minna Timonen Kt.: 041088-4279 Supervisor: Pétur Knútsson May 2011 PRONUNCIATION OF THE ENGLISH FRICATIVES 3 Table of Contents Abstract 4 Pronunciation of the English Fricatives: Problems Faced by Native Finnish Speakers 5 The Study 13 Discussion 18 References 19 Appendices 20 PRONUNCIATION OF THE ENGLISH FRICATIVES 4 Abstract The paper introduces the fricative phonemes of RP English, presenting each fortis-lenis pair individually with descriptions of the correct pronunciation. The Finnish fricative system is introduced, based on the work of Suomi, Toivanen and Yliaho (2006). The two phonological systems are then compared to each other according to the guidelines of Morris-Wilson (2004). The differences between the systems are presented along with the possible mispronunciations resulting from the divergence in the fricative charts. The second part of the paper describes a short study conducted in order to exemplify the pronunciation errors made by Finnish speakers in an actual speech. Two interviews of native Finnish people familiar with speaking English were analyzed both audibly and using the programme Praat. The purpose of this analysis was to investigate the quality of each of the fricative phonemes in the informant’s speech in order to map the possibly occurring mispronunciations. The brief study supports Morris-Wilson’s account of the Finnish pronunciation. Even the speakers most comfortable with the foreign language are still subjects to the influence of their native phonological register.
    [Show full text]
  • Some Aspects of the Polish Language in America. Inter-And Intralinguistic
    Franciszek Lyra Some aspects of the Polish language in Americal : inter- and intralinguistic processes in the Polish of Americans of descent on the phonological level... Annales Universitatis Mariae Curie-Skłodowska. Sectio F, Nauki Filozoficzne i Humanistyczne 17, 59-86 1962 ANNALES UNI VERSITATIS MARIAE CURIE-SKŁ OD O W S K A LUBLIN —POLONIA VOL. XVII, 5 SECTIO F 1962 £ Katedry Języka Polskiego Wydziału Humanistycznego UMCS Kierownik: doc. dr Leon Kaczmarek Franciszek LYRA Some Aspects of the Polish Language in America. Inter- and Intralinguistic Processes in the Polish of Americans of Descent on the Phonological Level Niektóre aspekty języka polskiego w Stanach Zjednoczonych. Procesy inter- i intralingwinistyczne w języku polskim Amerykanów polskiego pochodzenia w dziedzinie fonologii Некоторые аспекты польского языка в Соединенных Штатах. Интер- и интралингвистические процессы в польском языке Американцев польского происхождения в области фонологии INTRODUCTION Objections may be raised as to the legitimacy of the term ’’Polish” in reference to the type of Polish used by Americans of Polish descent, particularly by those of the second and older generations. If, for instance, informant I 1 were brought in contact with a monolingual native Pole, verbal communication would be obstructed, despite the fact that the informant actually claims to speak Polish. The kind of Polish spoken by the average American of Polish descent in his ethnic milieu could not be used in Poland without causing impediment of communication or ridicule. But the interruption of communication would affect only one direction, that from the Polish American to the native monolingual Pole. The former would understand the latter without much difficulty.
    [Show full text]