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Pronunciation needs analysis at the onset of pronunciation instruction as an invaluable diagnostic tool for awareness-raising of pronunciation features to stimulate students’ improvement.
Authors: Ivanová Jaroslava
Year: 2015
Type of publication: ostatní - přednáška nebo poster
Page from-to: nestránkováno
Titles:
Language Name Abstract Keywords
eng Pronunciation needs analysis at the onset of pronunciation instruction as an invaluable diagnostic tool for awareness-raising of pronunciation features to stimulate students’ improvement. This study presents a detailed analysis of 26 speech samples, ranging from 77 to 218 words, elicited from 26 Czech learners of English on entry to three Czech universities. A careful examination of selected segmental features was carried out by an experienced Czech university teacher in order to understand more about the nature of mispronunciations. In spite of the fact that subjective auditory assessment might be biased, it was chosen a) due to a huge scope of data; b) a Czech non-native teacher of English might understand better the sources of negative L1 interference of a Czech monolingual group (Medgyes 1999, 55). Pronunciation data elicited by means of structured interview between a university teacher and a university student are categorized as follows: the front open vowel ash in content words and strong forms of function words (e.g. and); the schwa in content words and weak forms of function words (e.g. and, of, from) even if their realization is context-dependent (e.g. to new houses vs. to a boy ); the voiced dental fricative in content (e.g. with, together) and function words (e.g. the); the voiceless dental fricative; the bilabial approximant /w/ in content (e.g. one, week) and function words (e.g. would); the velar nasal (e.g. language, singing); and the pronunciation of word-final voiced consonants such as /g/, /d/, /v/, /z/, the dental fricative (e.g. with), the affricate (e.g. language); and finally, the pronunciation of grammatical endings –s, -es, -ed. The classical difficulty index, pi, is calculated for each feature (Bachman 2004, 140). English acquisition; needs analysis; recordings of spontaneous speech; segmental pronunciation features; first-year university students

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