This paper explores various problems Thai students experience with English pronunciation. Focus will be directed on how Thai students can produce correct pronunciation and fluency, and the difficulties experienced through the use of vowels, consonants, consonant clusters, sounds of various letters produced. Will continue to focus on how the pitch of a voice can change the pattern in which speech in defined, affecting the true meaning of a sentence. Finally, suggested solutions and techniques are included to help provide better pronunciation, and articulation from the mother tongue to the targeted language, English.
English has become the standard language of communication around the world, and the importance of being able to speak and become better prepared in using the language is growing rapidly. Through English language learning, better capability can be made to improve understanding and achievement to help accomplish job opportunities and promotions.
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For example /p/ and /b/ or / ð/ /th/ and /f/ or /r/ and /l/ Exercises can be as simple as taking two words that have similar sounding letters and saying the words out loud to help distinguish the different sounds made. An example could be /pɑnd/ /pond/ and /bɑnd/ /bond/ or / paj/ /pie/ and /baj/ /buy/
Learning to recognise patterns in spelling, could help with pronouncing words a lot easier. Knowing the difference between spelling a word, as an example /ɑf / /ough/ could be pronounced /əf/ /uff/ but would create a different meaning if spelt incorrectly. As an example /kɑf/ /cough/ and /kəf/ /cuff/. Knowing how to spell the words correctly could also help by not confusing the meanings of the words used. Learning the phonetic alphabet will also help as a guide when learning how to pronounce new
Basic foreign language skills are important in communicating with people. With new technologies, we can communicate with people who do not speak English. In recent years, the number of people in the United States who do not speak English has also risen. Also, only ten percent of the world's population speaks English. Although one year of a foreign language will not allow students to...
Phonological skills are the smallest units of sound. Every word is made up by various phonological sounds. These sounds are strung together to help make up words (Torgesen & Mathes, 1998). Possessing the phonological skills such as rhyming, blending sounds, substituting sounds, and recognizing onset and rhime allows a student to be able to translate all the symbols we call an alphabet into sounds to create words. Phonological awareness is also a major component of any successful reading program.
To overcome the reading disability different methods are used like auditory analysis,phoneme blending,teaching letter-sound association, word build...
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
The results reveal some implications to me. First, it suggests that the intervention should not focus narrowly on phonological awareness. More activities, such as learning alphabetic principle or decoding may help readers to transfer the knowledge and get a better learning gain. Second, it may help students to achieve better results by extending training days longer rather than increasing the daily training duration. It is particularly important for me in designing my evaluation study. Others studies suggest that the training must be longer than 4 weeks (8-9 based on Torgesen, 2001). A fewl limitations, however, may reduce the reliability of the results. As mentioned by the authors, the small size and the lack of verbal IQ scores limit the conclusions. The lack of the posttest data makes it difficult to identify the possible long-term learning
During my observation in Mrs. Herd’s class I taught a phonemic lesson to the students. The phonemic lesson I chose for Mrs. Herd’s class was rhyming. During this lesson I taught the students how to identify rhyming words and how to rhyme with the ending sound /at/. The students will benefit from this lesson by gaining the ability to recognize and generate rhyming words. The strategy I used for this lesson is called “The Hungry Thing”. In this strategy the teacher reads a book to the students called The Hungry Thing by Jan Slepian and Ann Seidler.
Every time my parents read to me, I tried to say the words along with them. As a result, anytime I had problems pronouncing a word, my mother made me sound the word out until I sounded it correctly. She told me to take each word, syllable by syllable.
The traditional theory of phonics was established in the early nineteenth century. Up until the early nineties, phonics was the only way that a child was taught to read in a classroom setting. Phonics can be defined as the “association of letters or combinations of letters with their appropriate speech sounds. Phonics also includes the understanding of the principals that govern the use of letters in words” (Cooley, 2003). By using the phonics method the student is able to sound out a word that is unfamiliar to them when they are reading. The student is taught to dissect unfamiliar words into smaller parts and then join the familiar parts back together again to form single words. By learning these letter-sound relationships the student is provided with a “decoding” formula that they can use whenever they come across a word that they are unfamiliar with. Phonics is not only used when learning to read but also when the child is learning how to write. When the child is spelling, phonics helps them to write the appropriate letters for the sounds that they hear.
21). Examples of structured phonics education including games, flashcards with sight words and teacher led instruction. Conversely, other educators believe that phonics instruction cannot be planned for so specifically and that an ongoing, wide variety of embedded phonics concepts is the best way for students to learn (Savage, 2007, p. 114). There is also many approaches available for teaching phonics; an example includes through analytic or synthetic phonics. The analytic phonics approach concentrates on whole words, breaking them down into phoneme sounds (Ewing & Maher, 2014, p. 2., Savage, 2007, p. 113). The synthetic phonics approach starts with a small group of letter and sounds, adding letters and blends as the student progresses (Ewing & Maher, 2014, p. 2., Savage, 2007, p. 113). It seems that both methods have their success as well as challenges, whatever method the teachers chooses, the result is still an education in phonics (Savage, 2007, p. 114). Effective phonics instructions will be delivered through a program that is varied in techniques and lesson styles (Ewing & Maher, 2014, pp. 2-3., Mesmer & Griffith, 2005, p. 375). The teacher will use their knowledge of student learning and dispositions to implement the most effective phonics
There are simple sounds that make up the overall pronunciation of the word. These individual sounds are described as phonemes. Knowing what letters make what sound lead There are a lot of methods that would help a child who is hearing impaired to learn how to read. One process is that they would create mental images of sounds to help them remember what words are spelled certain ways and vice versa. Another way is called visual phonics. This is a way that students are hearing impaired can not only see the sound but have a visual
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
One strategy to promote this skill is by having a word box with different objects or toys for children to select from. Invite children to select something from the box, and clap out the syllables of their object. For example, a child claps to pen-cil which has two syllables (hill, 2006, p.152). It is easier for children to hear big chunks of words with one or two syllable to learn first. By children becoming aware of syllables, it helps them to write and read compound words with several syllables. This can lead children to read more complex and interesting texts of their choice by using the skills they have learnt. Phonemic awareness is a key skill for students to learn as it can help children sound out and decode words they may not be able to read fluently and can lead to vocabulary improvement as they are able to sound out and read more
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
English is an international language of communication (Nunan, 2003). So that English is a necessary basic skill for human. For instance, we meet lots of people who came from different countries in our daily life. Since our mother language is different, we can use English to be a lingua franca to communicate with them and try to understand their culture easily.