Importance Of Pronunciation

English pronunciation is one of the most important skill that students have to master. According to Goh&Burns 2012 Pronunciation is an essential element of communicative competence. Also in learning process, English pronunciation is the key to understand the meaning of the single English word and help students to acquire English faster, communicate appropriately and fluently. That is why in reality, so many English teachers think that English pronunciation is the primary concern and the first goal of English teaching. In the real task activity, to improve student’s pronunciation, usually teachers ask students to pronounce the words, practice some dialogues or ask students to speak up spontaneously. As we know that in the learning process mistake

By doing these modes feedback, the learning process is used is teacher center. The benefit is the teacher can help students directly in correct their pronunciation. According to those modes feedback, it showed that the most influenced one is recasting. One type of cue that may have potential for enhancing learner uptake is the use of body movement or gestures during recasting. Body movement has long been promoted as an effective tool for language learning (Baker &Burri, 2016; Burri, Baker, & Acton, 2016; Acton, Baker, Burri, &Teaman, 2013; Asher, 2000). Systematically using specific gestures with particular features of pronunciation provides not only a visual and an audio stimulus to increase student awareness of a feature to be learned, but is likely to result in improved muscle memory and subsequent L2 acquisition. (kurang dicantumin

Wang* & S.S.-C. Young (Department of Information Technology and Management, Tzu Chi College of Technology, Hualien, Taiwan †Institute of Learning Sciences, National Tsing Hua University, Hsinchu, Taiwan). The automatic speech recognition (ASR)-based computer programs allow learners to have simulated conversations with a computer, and practice with the programs could help them improve their fluency and confidence (Chapman & Lee, 1986; Hazel &Mervyn, 2010). A quasi-experimental design was adopted in this study. Both Group 1 and Group 2 practiced English speaking with formative and summative feedback ASR-based CALL system. Formative feedback in this study was to give learners immediate information for assisting them understand how they performed in every speaking practice, and the summative feedback was to provide learners with a complete speaking learning profile for assisting learners in reviewing their learning progress. The speaking pre-test, post-test and questionnaires were conducted for assessing the effectiveness of using the designed feedback for pronunciation learning. In each web page, an implicit audio recast file (in this study was to replay learners’ utterances) with the practicing time and the score was presented. The findings of the study revealed that all the participants who are young and adult learners had positive perceptions of the uses of the ASR based CALL system. From referring to the number of times the learners