Due to the phonetic differences between the Arabic and the English language, Arab ESL learners often experience difficulty in pronouncing English vowels. The vowel quantity and the vowel quality are the two phonetic parameters through which vowels are described. The vowel quantity refers to the duration of the phonetic segment that is symptomatic of phonetic identity. On the other hand, the vowel quality means the knowing the precise way of articulating a vowel, which includes the shape of lips, position of the tongue in the vocal tract or the nasalization of vowels. Every vowel has its own pattern of speaking.
The Arabic language system consists of 6 vowels whereas the English vowel system has 12 vowels. The main reason why Arab ESL learners tend to mispronounce vowels is because of this phonological difference. Moreover, the extended vowel pattern system of English shows a contrast between the lax short vowels and the tense long vowels; on the other hand, the vowel patterns of the Arabic language shows a contrast between the short vowels and long vowels. Moreover, the difference between English and Arabic vowel system is not only dependant on its size but also on the quality of the vowels. Another reason why Arab ESL learners face problems with English vowels is because of the nature of the vowel systems – Arabic language has a centrifugal vowel system while the English language has a centripetal vowel system, which means that the English vowels have the tendency to move at the center of the vowel space which does not happen with centrifugal vowel systems like Arabic, Spanish and Russian languages. Thus, it is due to the distinct vowel quality, quantity, centrifugal and centripetal differences those Arab ESL learners’ fact pro...
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This chapter focused mainly on misconceptions and attempting to clarify those misconceptions about accents. In the opinion of linguists, accent is a difficult word to define. This is due to the fact that language has variation therefore when it comes to a person having an accent or not, there is no true technical distinction because every person has different phonological aspects to their way of speaking. However, when forced to define this word, it is described as “a way of speaking” (Lippi-Green, 2012, p.44). Although Lippi- Green identified the difficulty linguists have in distinguishing between accent, dialect, and another language entirely, they were able to construct a loose way of distinguishing. Lippi- Green states that an accent can be determined by difference in phonological features alone, dialect can be determined by difference in syntax, lexicon, and semantics alone, and when all of these aspects are different from the original language it is considered another language entirely (Lippi-Green, 2012).
The proper use of pronunciation is what helps a message be understood easily by other fluent English speakers. Often times, an ELL student can struggle with forming a word correctly and may cause a word to be pronounced as a different, but similarly sounding word. One example of how the pronunciation of a word can cause a message to be unclear a Spanish speaker pronouncing “kitchen” as “chicken”. These two words are very close in sound, but each word has a completely different meaning. A mother that asks a child to “please clean the kitchen” greatly differs from the mispronounced word that has changed the sentence to “please clean the chicken”. There are many speech therapy courses that are offered in schools that will improve a child’s ability to speak productively. In the oral language speech by ELL student Tania, the Spanish student faces challenges while pronouncing “stories about magic, vampires “. These impediments can be worked on and improved over time. The grading scale of pronunciation on a rubric can range from insufficient in the result of being virtually unintelligent; to excellent, being that it pleasantly uses intonation and pronunciation as accurately as a native speaker
I chose this article because the title interested me and after reading the first few lines I wanted to know more. Currently in my computer class I have a few students who are EL. I there I am trying to introduce to them new vocabulary, while also teaching him how to use Microsoft PowerPoint, Microsoft Word and the content knowledge. The classroom setting is changing now days and to understand best practices with our ELL is a growing priority. This article if understood correctly could help me better serve my students and become a better educator. Words for English- Language Learners by Andrew Biemiller argues that ELL students and native-English learners learn in a similar way. The other argument is that it is easy to find the words that are
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Spanish and English share a similar alphabet, with the Spanish sound system being more concise. Many differences are revealed when comparing the phonologies of the two languages. These differences will influence the speech of Spanish speakers learning English. Speakers may transfer their knowledge of Spanish to English. Understanding these differences is important to the speech-language pathologist in order to realize why some English sounds are more difficult for the Spanish speaker to produce than others (Gorman & Kester, 2001).
Within this utterance from Faye, four types of connected speech processes have been demonstrated. Firstly, Faye demonstrated the connected speech process of deletion in the word “just” by deleting the final consonant /t/. In isolation form, the word “just” would be pronounced as /ʤəst/, with the inclusion of the final consonant /t/. Secondly, in this utterance there was a reduction of vowels to an unstressed form by implementing a /ə/ into the function word “of”. This reduction of a vowel to a schwa in Faye’s utterance is due to a lack of stress on this function word in connected speech. In isolation form, the word “of” would be pronounced as /ɔʄ/. A second instance of reducing vowels to an unstressed form occurs in the utterance “to”, by implementing a schwa in place of a /ʉː/. In isolation, the word “to” would be pronounced as /tʉː/. A third connected speech process that has been demonstrated in Faye’s utterance is segment deletion from the removal of the unstressed syllable from “family” in connected speech, taking this word from three syllables to two syllables. In isolation form, the word “family” would be pronounced as /ʄæməliː/. Lastly, in the word “trying” the final velar nasal consonant was replaced
First of all the objective outlined that students will identify, the five vowels of the alphabet, correctly pronounce the sounds, independently write all the vowels, and listen attentively to teacher by participating in all activities. In the first learning activity the teacher shows the different pictures that he uses during the anticipatory step. It matches the first objective because the students will be able to identify the vowels on the pictures. In the next activities the teacher pronounces the name of objects that includes word that start with a vowel and then the students will imitate the teacher in pronouncing the words, and the vowel. The teacher will repeat the process until students will be able to familiarize the sounds and be able to pronounce them properly. This matches objective two because the students learned to correctly pronounce the sounds of the vowels. After students are familiar with the different sounds of the vowels, the teacher will introduce the writing, by giving the students ' material for tracing the vowels. In final activity the teacher will show the students how to write the vowel in the sand. This matches objective three because the teacher shows the students how to write all the vowels independently. The learning activities helped the students to achieve the
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
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
1. INTRODUCTION. Hasawi is a variety of Arabic whose roots refer to the family of Central Semitic Languages such as Hebrew and Aramaic. The Hasawi dialect is spoken in the eastern part of Saudi Arabia, exactly in Al-Ahsa (Al-Hasaa) province. Therefore, the dialect of Al-Ahsa, or Hasawi (HD), is also known as the Eastern Arabian dialect. In fact, it is considered the dominant dialect in the area although there are other local dialects found in the same area, such as Badawi which is spoken by some Bedouins tribes. In 2009, the number of Hasawi speakers was estimated as 200,000 in the Kingdom of Saudi Arabia ('Arabic, Gulf Spoken, Ethnologu', 2009).
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