Javanese Students' Mispronunciation Of
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CURRENTS. A Journal of Young English Philology Thought and Review, no. 2/2016 Ed. by Edyta Lorek-Jezińska, Emilia Leszczyńska, Natalia Pałka, & Marta Sibierska, www.curents.umk.pl, ISSN 2449-8769||All texts licensed under CC BY-NC-ND 3.0 1 CURRENTS. A Journal of Young English Philology Thought and Review CURRENTS, no. 2/2016 CURRENTS A Journal of Young English Philology Thought and Review No. 2: Then and Now 2016 Edited by Emilia Leszczyńska, Natalia Pałka & Marta Sibierska Toruń 2016 3 CURRENTS. A Journal of Young English Philology Thought and Review CURRENTS. A Journal of Young English Philology Thought and Review No. 2: Then and Now/ 2016 Edited by Emilia Leszczyńska, Natalia Pałka & Marta Sibierska Editor-in-Chief: Edyta Lorek-Jezińska This online version of the journal is a referential version. All texts licensed under: CC BY-NC-ND 3.0. www.currents.umk.pl [email protected] ISSN 2449-8769 Logo designed by: Zuzanna Larysz / 007fff 2nd issue cover designed by: Marta Sibierska Advisory Board: Prof. Martin Butler (University of Oldenburg) Prof. Tyler Kessel (Hudson Valley Community College, Troy, NY) Reviews: dr Magdalena Cieślak, University of Łódź; dr Tomasz Dobrogoszcz, University of Łódź; dr Michał Janowski, Kazimierz Wielki University; dr Konrad Juszczyk, Adam Mickiewicz University; dr Anna Krawczyk-Łaskarzewska, University of Warmia and Mazury; dr Dorota Lipowska, Adam Mickiewicz University; dr Joanna Łozińska, University of Warmia and Mazury; dr Aneta Mancewicz, Kingston University; dr Katarzyna Marak, Nicolaus Copernicus University; dr Marta Marecka, Adam Mickiewicz University; dr Paulina Mirowska, University of Łódź; dr Katarzyna Piątkowska, Nicolaus Copernicus University; dr Joanna Stolarek, Siedlce University of Natural Sciences and Humanities; dr hab. -
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard University 1948 To be published by Harvard University Press. Reproduced by permission of B. F. Skinner† Preface In 1930, the Harvard departments of psychology and philosophy began sponsoring an endowed lecture series in honor of William James and continued to do so at irregular intervals for nearly 60 years. By the time Skinner was invited to give the lectures in 1947, the prestige of the engagement had been established by such illustrious speakers as John Dewey, Wolfgang Köhler, Edward Thorndike, and Bertrand Russell, and there can be no doubt that Skinner was aware that his reputation would rest upon his performance. His lectures were evidently effective, for he was soon invited to join the faculty at Harvard, where he was to remain for the rest of his career. The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here. Skinner worked on his analysis of verbal behavior for 23 years, from 1934, when Alfred North Whitehead announced his doubt that behaviorism could account for verbal behavior, to 1957, when the book Verbal Behavior was finally published, but there are two extant documents that reveal intermediate stages of his analysis. In the first decade of this period, Skinner taught several courses on language, literature, and behavior at Clark University, the University of Minnesota, and elsewhere. According to his autobiography, he used notes from these classes as the foundation for a class he taught on verbal behavior in the summer of 1947 at Columbia University. -
Suspicious Identity of U+A9B5 JAVANESE VOWEL SIGN TOLONG
L2/19-003 Suspicious identity of U+A9B5 JAVANESE VOWEL SIGN TOLONG Liang Hai / 梁海 <[email protected]> Aditya Bayu Perdana / <[email protected]> ꦄꦢꦶꦠꦾ ꦧꦪꦸꦥꦢꦤ 4 January 2019 1 Acknowledgements The authors would like to thank Ilham Nurwansah and the Script Ad Hoc group for their feedback. Ilham Nurwansah also kindly provided the Sundanese samples (Figure 2, 3, 4, and 5). 2 Background In the original Unicode Javanese proposal L2/08-015R Proposal for encoding the Javanese script in the UCS, the character tolong (U+A9B5 JAVANESE VOWEL SIGN TOLONG) was described as a vowel sign that is used exclusively in the Sundanese writing system with three major use cases: 1. Used alone as the vowel sign o 2. As a part of the vowel sign eu: <vowel sign ĕ, tolong> 3. As a part of the letters and conjoined forms of reu/leu: <letter / conjoined form rĕ/lĕ, tolong> Table 1. Sundanese tolong usage according to the original proposal Written form ◌ ◌ꦵ ◌ꦼ ◌ꦼꦵ ◌� ◌�ꦵ A9C0 PANGKON A9BC PEPET Encoding (A9B5 TOLONG) A989 PA CEREK (A9B5 TOLONG) (A9B5 TOLONG) Transcription a o ĕ eu rĕ reu Pronunciation [a] [o] [ə] [ɤ] [rə] [rɤ] See also the note under Table 2. However, tolong appears to be merely a stylistic variant of tarung (U+A9B4 JAVANESE VOWEL SIGN TARUNG), therefore the disunification of tolong from tarung is likely a mistake. 3 Proposal The Unicode Standard needs to recommend how the inappropriately disunified character U+A9B5 JAVANESE VOWEL SIGN TOLONG should be handled. 1 In particular, clarification in the names list and the Core Specification is necessary for explaining the background of the mis-disunification and recommending how both the tarung and tolong forms for both the Javanese and Sundanese languages should be implemented. -
Mispronunciation of English Sounds by Korean Speakers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By AULIA NUR HALIMAH Student Number: 154214100 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By AULIA NUR HALIMAH Student Number: 154214100 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A Sarjana Sastra Undergraduate Thesis MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS By AULIA NUR HALIMAH Student Number: 154214100 Approved by Arina Isti‟anah, S.Pd., M.Hum. April 15, 2019 Advisor Wedhowerti, S.Pd., M.Hum. April 15, 2019 Co-Advisor iii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A Sarjana Sastra Undergraduate Thesis MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS By AULIA NUR HALIMAH Student Number: 154214100 Defended before the Board of Examiners On May 6, 2019 And Declared Acceptable BOARD OF EXAMINERS NAME SIGNATURE Chairperson : Arina Isti‟anah, S.Pd., M.Hum. _______________ Secretary : Wedhowerti, S.Pd., M.Hum. _______________ Member 1 : Dr. Fr. B. Alip, M.Pd., M.A. _______________ Member 2 : Arina Isti‟anah, S.Pd., M.Hum. _______________ Member 3 : Wedhowerti, S.Pd., M.Hum. _______________ Yogyakarta, May 31, 2019 Faculty of Letters Universitas Sanata Dharma Dean Dr. -
Cqmejj · -Uhhrersity
$9uth¢a$t Mia JTogtam -1986-:13.ulletin CQmeJJ · -Uhhrersity ' - SEAP ARCHIVE COPY DO NOT REMOVE This publication has been made possible by the generosity of Robert and Ruth Polson. Southeast Asia Program 1986 Bulletin Cornell University Contents From the Director . 2 Badgley Appointed Curator of the Echols Collection . .. .. .. .. 3 Filming Javanese Manuscript Collections in Surakarta . 4 Microcomputers and the Study of Southeast Asia. .. 6 Celebrating Our Founder's Birthday.............. .... ... 7 Interview with Dr. Hendrik M. J. Maier..................... ... .. 9 Retirements. .. .. .. .. .. .. .. .. .. I 2 Program Publications . 13 About Program People . 14 Thursday Luncheon Speakers .. .. .. .. I 4 Faculty and Staff Publications. .... ... .. .. .. 14 Lauriston Sharp Prize. 14 Social Science Research Council Fellowships . 15 Resident Faculty . .. .. .. 15 Visiting Faculty .. .. .. .. .. .. .. 15 Visiting Fellows. 15 Graduate Students in Field Published by the Southeast Asia Program, Research . 15 Cornell University, 1987 Graduate Students in Residence, Edited by Stanley J. O'Connor Spring 1986................ 15 Full-Year Asian Language Designed by Deena Wickstrom Concentration . I 6 Produced by the Office of Publications Services, Advanced Indonesian Abroad Cornell University Program. .... .......... 16 Recent Doctoral Dissertations The photograph of John H. Badgley was taken by Helen Kelley and of Hendrik M. J . Maier, by Margaret Fabrizzio. by SEAP Students........... 16 Recent Dissertations and Cover design after a woodcut of cloves from 1ratado das drogas e Theses on Southeast Asia by medicinas das indias Orientais, by Crist6vao da Costa Other Students at Cornell.. 16 from the Director Dear Friends, year we were fortunate to have Professor Charnvit Kasetsiri, vice rector of Thammasat University, come to Last year I noted that the Southeast Asia Program was teach the Thailand Seminar. -
The Phonological Role in English Pronunciation Instruction
The Phonological Role in English Pronunciation Instruction Kwan-Young Oh Yosu National University The purpose of this paper is to demonstrate a more effective way for improving Korean students’ pronunciation relating to the phonological role in English pronunciation instruction. Three different aspects of pronunciation will be considered: general, syllabic, prosodic aspects relating to the two language differences, as well as the teaching of pronunciation in the classroom. In addition to that, from the American-style language training of students, what problems the students encounter will be demonstrated. Hence, this will make clear what problems the Korean students face when attempting to speak English. Furthermore, an alternative for teaching English pronunciation, which makes use of a new program students can access on the internet regardless of their place and space, will be suggested. Giving consideration to the result of this study suggests that it is necessary to develop this methodology of instruction further. 1. Difficulties in teaching English Pronunciation to Korean Students 1.1. Language Differences in both English and Korean One thing that most Korean students have difficulty with is their pronunciation of the phonemic aspects; several sounds existing in English, consonants and vowels, that aren’t in Korean phonemes. From this respect, admittedly, it is hard for Korean students to perceive and pronounce non-Korean sounds. For example, when Korean students try to pronounce the sound /b/, they almost always mispronounce it as /p/ because the sound /b/ isn’t in Korean. 1.1.1. Phonemic aspects Now, if we compare the two languages regarding the articulation of consonants, we can definitely see the articulatory difference. -
Arxiv:2101.06396V2 [Eess.AS] 8 Feb 2021 Found to Be an Effective Tool That Helps Non-Native (L2) Speak- Technique
MISPRONUNCIATION DETECTION IN NON-NATIVE (L2) ENGLISH WITH UNCERTAINTY MODELING Daniel Korzekwa?y, Jaime Lorenzo-Trueba?, Szymon Zaporowskiy, Shira Calamaro?, Thomas Drugman?, Bozena Kosteky ? Amazon Speech y Gdansk University of Technology, Faculty of ETI, Poland ABSTRACT ah f/ (short ‘i’ or ‘schwa’ phoneme at the beginning). These A common approach to the automatic detection of mispro- assumptions do not always hold which can result in a signif- nunciation in language learning is to recognize the phonemes icant amount of false mispronunciation alarms and making produced by a student and compare it to the expected pronun- students confused when it happens. ciation of a native speaker. This approach makes two sim- We propose a novel approach that results in fewer false plifying assumptions: a) phonemes can be recognized from mispronunciation alarms, by formalizing the intuition that speech with high accuracy, b) there is a single correct way for we will not be able to recognize exactly what a student has a sentence to be pronounced. These assumptions do not al- pronounced or say precisely how a native speaker would ways hold, which can result in a significant amount of false pronounce it. First, the model estimates a belief over the mispronunciation alarms. We propose a novel approach to phonemes produced by the student, intuitively representing overcome this problem based on two principles: a) taking the uncertainty in the student’s pronunciation. Then, the into account uncertainty in the automatic phoneme recogni- model converts this belief into the probabilities that a native tion step, b) accounting for the fact that there may be multiple speaker would pronounce it, accounting for phonetic variabil- valid pronunciations. -
Why Is Pronunciation So Difficult to Learn?
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011 Why is Pronunciation So Difficult to Learn? Abbas Pourhossein Gilakjani (Corresponding author) School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Jalan Batu Uban 11700 Gelugor Pulau Pinang Malaysia Tel: 60-174-181-660 E-mail: [email protected] Mohammad Reza Ahmadi School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Alan Batu Uban 1700 Gelugor Pulau Pinang Malaysia Tel: 60-175-271-870 E-mail: [email protected] Received: January 8, 2011 Accepted: March 21, 2011 doi:10.5539/elt.v4n3p74 Abstract In many English language classrooms, teaching pronunciation is granted the least attention. When ESL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic influence. If we learn a second language in childhood, we learn to speak it fluently and without a ‘foreign accent’; if we learn in adulthood, it is very unlikely that we will attain a native accent. In this study, the researchers first review misconceptions about pronunciation, factors affecting the learning of pronunciation. Then, the needs of learners and suggestions for teaching pronunciation will be reviewed. Pronunciation has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English. Keywords: Pronunciation, Learning, Teaching, Misconceptions, Factors, Needs, Suggestions 1. Introduction General observation suggests that it is those who start to learn English after their school years are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. -
Mispronunciation Detection Without Nonnative Training Data
INTERSPEECH 2015 Mispronunciation Detection without Nonnative Training Data Ann Lee, James Glass MIT Computer Science and Artificial Intelligence Laboratory, Cambridge, Massachusetts 02139, USA {annlee, glass}@mit.edu Abstract to be known. The pronunciation error patterns that a system Conventional mispronunciation detection systems that have the focuses on are typically extracted by either comparing human capability of providing corrective feedback typically require a transcriptions (surface pronunciations) and canonical pronunci- set of common error patterns that are known beforehand, ob- ations from a lexicon (underlying pronunciations) [10, 11, 12, tained either by consulting with experts, or from a human- 13] or consulting with language teachers [9, 12]. As a result, the annotated nonnative corpus. In this paper, we propose a mispro- system’s assessment ability is constrained by the training data nunciation detection framework that does not rely on nonnative or experts’ input. To make matters worse, the data collection training data. We first discover an individual learner’s possi- process is costly and has scalability issues, as it is impractical ble pronunciation error patterns by analyzing the acoustic sim- to collect data for every L1-L2 pair. This makes it hard to tailor ilarities across their utterances. With the discovered error can- a system to meet every student’s need. In contrast, it is rela- didates, we iteratively compute forced alignments and decode tively easy for native speakers to identify patterns that deviate learner-specific context-dependent error patterns in a greedy from the norm without being trained on nonnative examples. manner. We evaluate the framework on a Chinese University Our previous work [14] has shown that the pronunciation of Hong Kong (CUHK) corpus containing both Cantonese and variation of an underlying phoneme on the learner-level is much Mandarin speakers reading English. -
The Importance of Pronunciation
First publication: 7/2008 Last update: 12/2019 THE IMPORTANCE OF PRONUNCIATION Ricardo Schütz – MA TESL Apresentações desta palestra: • Escola Teddy Bear, Florianópolis – 7/2008 • Programa de Formação Docente 2010 (UNISUL Tubarão-SC) – 2/2010 • XII Encontro Goiano dos Estudantes de Letras (UEG São Luís de Montes Belos-GO) – 9/2011 TABLE OF CONTENTS TABLE OF CONTENTS • Introduction • Phonological Rules • Spelling Interference • Rhythm • Phonetic Signaling • Vowel Reduction • Phonemes • Word stress • Vowels • Phonetic Symbols • Consonants INTRODUCTION LANGUAGE AND HUMANKIND Language is humankind’s distinctive feature. Whether we think of rationality or sociability, we are thinking of language. It is language that makes us different from other species. Linguagem é a principal característica que distingue o ser humano das demais espécies. Quer o consideremos um animal racional ou um animal social, estamos definindo-o como um animal que fala, pois tanto a racionalidade quanto a sociabilidade se fundamentam na linguagem. INTRODUCTION LANGUAGE: SPEECH VS. TEXT No community has ever been found to lack spoken language, but only a minority of languages have ever been written down. (David Crystal) As comunidades humanas, desde suas mais remotas origens, sempre souberam se comunicar oralmente. A fala é talvez a mais importante das características que distinguem o ser humano no reino animal e que lhe possibilitam se organizar em sociedade. Nem todas as línguas entretanto chegaram a se desenvolver em sistemas escritos. INTRODUCTION Likewise, the vast majority of human beings learn to speak, but it is only in recent years that some of these people have learned to write. (David Crystal) Não há ser humano normal que não saiba falar sem limitações, porém só recentemente na história da humanidade é que a maioria começou a desenvolver a habilidade de escrever, muitos até hoje com limitações. -
Teaching Pronunciation to Adult English Language Learners
Brief July 2009 Teaching Pronunciation to Adult English Language Learners Kirsten Schaetzel, Georgetown Law Center, Washington, DC Ee Ling Low, National Institute of Education, Nanyang Technological University, Singapore 1997; Gatbonton, Trofimovich, & Magid, 2005; Moyer, Background on Adult Learners 2008). Adult education programs serve both native English speakers and learners whose first, or native, language Although pronunciation is part of the curriculum in is not English. Native English speakers attend adult many adult education programs, it is often not included basic education (ABE) classes to learn basic skills in state language proficiency standards or addressed needed to improve their literacy levels and adult sec- systematically in instruction (Levis, 2005). In addition, ondary education (ASE) classes to earn high school some ESL teachers working with adult learners do not equivalency certificates. Both ABE and ASE instruc- have training in teaching pronunciation (Derwing & tion help learners achieve goals related to job, family, Munro, 2005; Levis, 2005). As a result, teachers may and further education. English language learners not be able to identify the patterns of or reasons for attend English as a second language (ESL), ABE, or learners’ pronunciation problems or have a system- workforce preparation classes to improve their oral atic way to teach the sound, stress, intonation, and and literacy skills in English and to achieve goals rhythm patterns of English. This brief reviews features similar to those of native English speakers. of languages (particularly English) that can have an impact on the teaching and learning of English pronun- Audience for This Brief ciation, discusses the research on learner acquisition of This brief is written for teachers, program adminis- pronunciation, and describes how teachers can teach trators, education researchers, and policy makers to pronunciation in their classes. -
TEACHING PRONUNCIATION to DIFFERENTIATE PHONEME /P/ and /F/ by USING MINIMAL PAIRS TECHNIQUE
TEACHING PRONUNCIATION TO DIFFERENTIATE PHONEME /p/ AND /f/ BY USING MINIMAL PAIRS TECHNIQUE Arum Sulistyaningsih, Clarry Sada, Zainal Arifin. English Study Program, FKIP Tanjungpura University, Pontianak Email: [email protected] Abstract: This research is about teaching pronunciation of one syllable words to differentiate phoneme /p/ and /f/ by using minimal pairs technique to the fifth grade students of SDN 08 DELTA PAWAN Ketapang in academic year 2012/2013. The research method applied is a Pre-Eperimental study. The result of this research shows that the alternative hypothesis is accepted with high effective category. It proves that the achievement of students improve with the interval score of pre test and post test 44,2. The mean of pre test score is 47,9 and the mean of post test score is 92,1. In addition, the significance of effect size achievement of Pre test and Post test is 4,97 which indicates that t-test score is higher than t-table (2.060). it indicates that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching pronunciation by using minimal pairs technique to the fifth grade students of SDN 08 DELTA PAWAN in academic year 2012/2013 can improve students’ ability in differentiating the pronunciation of phoneme /p/ and /f/ effectively. Keyword: Minimal Pairs, Phoneme /p/, /f/. Abstrak: Pengajaran pengucapan phoneme /p/ dan /f/ dengan menggunakan teknik minimal pairs terhadap siswa kelas 5 SDN 08 Delta Pawan Ketapang. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan teknik minimal pairs terhadap kemampuan siswa untuk membedakan pengucapan phoneme /p/ dan /f/ pada siswa kelas 5 SDN 08 Delta Pawan Ketapang.