English is an international language that is widely used in business, information and technology, advertising, broadcasting and so on. A high level of English proficiency is a must if students want to embark into these fields after their schooling days. Teachers are playing a vital role in polishing the students’ proficiency of English in speaking to meet the demand of the job. According to Bulley (2004), the most decisive element for English is sound. Zaidan & Jassem (1997), also agree and states that the sound of English knowledge is a major element in speaking native-like English. This makes it more importance for English Language teachers to know about the sounds of English language (Deterding & Poedjosoedarmo, 1998). Teachers must uncover the knowledge of phonology to help themselves and learners in teaching and learning. Teachers’ awareness of this importance will help students to be fluent in their English Language in speaking, listening and reading. According to Fromkin, Rodman & Hyams (2003), phonology is the study of the ways in which speech sounds form systems and patterns. Phonetics is also one of the importance elements in phonology. Phonetics is the study of speech sound Fromkin, Rodman & Hyams (2003). As a future English Language teacher, it is important to acquire the knowledge of phonology to guide students in their speaking, reading and listening skills. Thus, this essay will be discussing on how the knowledge of phonology help in the future role as an English Language Teacher.
An English Language teacher’s phonology knowledge can help him or her to improve their own pronunciation and can help students from different first language background to pronoun English words correctly. Teachers in Malaysia especially ha...
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Torgesen, J. K. And Mathes, P. G. (1998). What Every Teacher Should Know about Phonological Awareness. Florida: Florida Department of Education.
The current controversy involving phonics instruction appears to center on two questions: “How much knowledge of letter-sound connection is necessary for the development of conventional reading and writing?” and “Can sufficient phonological knowledge be acquired by children through informal, indirect instruction,
Anthony, J, & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-258
As a future high school special education teacher I will not be working on phonemic and phonological awareness with early elementary readers. However, I will be working with students who are still learning these skills at the high school level. As an educator, I need to have a thorough understanding of phonological and phonemic awareness in order to implement creative ways to assist my students in learning and strengthening these skills within my classroom. In a perfect world I would not need to work on these strategies at the high school level, however, everyone learns at their own pace and I intent create a “linguistically rich environments in which written and spoken language are used to learn, communicate, to express ideas, to understand
Stahl, S., Duffy-Hester, A., & Stahl, K. (1998). Everything you wanted to know about phonics
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. It is very important to teach phonemic awareness because it the start of teaching the students how to read. This lesson taught me about all the steps it takes to teach students about phonemic awareness. It’s something that can’t be done in one class. Phonemic awareness has for stages, word, syllable, onset rime, and phoneme. All these steps are crucial for learning how to read. This lesson taught me a lot about phonemic awareness and it’s a lesson I’ll be using in the near future when I begin
This chapter covers the principles of syllabification, with a specific focus on the phonotatic restrictions of English branching on onsets and on codas.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
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.
These participants were also separated into two different groups. These groups included a low AAE group, who had a low spoken production of AAE, and a high AAE group, who had a significantly higher spoken production of AAE. The measures collected during this study included spoken dialect use, phonological awareness skills, and vocabulary and reading skills (Mitri & Terry, 2013). This study mainly focused on the phonological knowledge and dialect use within the research questions, so only the measures and results that are related will be discussed in more detail. The spoken dialect use was assessed by a Sentence Imitation task developed by Charity et al. (2004) (Mitri & Terry, 2013). This task presented the participants with 15 sentences spoken by a white female MAE speaker via computer screen. The participants were asked to repeat these sentences, and the percentage of AAE features used in lieu of MAE features was recorded. The phonological awareness evaluation was measured with two different assessments. The first was conducted by the Sound Awareness subtest of the Woodcock-Johnson Tests of Achievement, Third Edition (WJ3; Woodcock, McGrew, & Mather, 2001). This assessment tested the children’s abilities to rhyme words, and manipulate different parts of words. The second assessment was a phonological awareness task designed specifically for this experiment. This
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...
In this research paper, we are going to compare the intonation pattern in Arabic English AE v/s British English BE. We are conducting quantitative analysis. We are examinimg the realization of intonation in AE compared to BE by analyzing Arabic students speaking English. In speech, the pattern of pitch is closely related to the pattern of timing and loudness. We will also note the similarities and differences between
But they cannot follow the correct pattern of sentence stress. But it’s not only the case there are some consonants and vowel sounds which are not pronounced properly by the native speakers of Saraiki studying in Mianwali. There are many other effects of native Saraiki on English pronunciation which need to be researched. Moreover there are certain sounds {consonants, vowels and diphthongs} which are not correctly pronounced by native Saraiki
In English a syllable consists of a phoneme or a sequence of phonemes. If the syllable
By assuming that students will learn proper communication skills without guidance is a big mistake. Individuals should begin learning basic communication skills at birth and continue learning throughout their educational experience. There are, of course, many types of communication. We use verbal communication, non-verbal communication, written communication and many different forms of. Additionally, communication plays an important role in the process of conveying knowledge as well. Communication is instrumental in education since it helps the instructor and the students to work together with each other. Communication is the most important component of any society. In order, to communicate properly we need correct pronunciation, because pronunciation affects how we understand the meaning of the words. If the sound of a word is different it could lead the listener to believe that the word has a different meaning, and if this happens, it is very obvious that it is a form of improper communication. This may lead to a lot of misinterpretations. To avoid these kinds of problems we need to teach accurate pronunciation. English, in schools, is a very important subject for teaching proper...
... syllable nouns, the ultimate syllable receives the main stress only if a long vowel is found, For example: machine, sister, insect and subject. In addition the stress of compound nouns is more obvious, words which formed from two separate words are usually stressed in the second syllables such as town centre and science fiction, whereas the main stress in words that formed from two joined words the stress is usually on the first word for example; basketball and greenhouse. In addition prefixes and suffixes are not usually stressed for example; repeat, because and original and quietly. According to Roach (2000, p: 102) “explaining word stress in terms of generative phonology could well create confusion for learners. Finding practice and testing material for word stress is very simple: any modern English dictionary shows word stress patterns as part of word entries”