0 Bewertungen0% fanden dieses Dokument nützlich (0 Abstimmungen)
77 Ansichten11 Seiten
The document summarizes an analysis of phonological errors produced by English department students at Airlangga University in Indonesia as adult learners of English as a foreign language. The study analyzed segmental errors in vowels and consonants based on recordings of 6 students. Common errors included substituting sounds like [i:] with [ɪ], [æ] with [ə], deleting sounds in words, inserting extra sounds, and issues with linking sounds between words through mergers or composite sounds. The analysis found errors in many individual sounds as well as problems producing correct linking patterns between words.
The document summarizes an analysis of phonological errors produced by English department students at Airlangga University in Indonesia as adult learners of English as a foreign language. The study analyzed segmental errors in vowels and consonants based on recordings of 6 students. Common errors included substituting sounds like [i:] with [ɪ], [æ] with [ə], deleting sounds in words, inserting extra sounds, and issues with linking sounds between words through mergers or composite sounds. The analysis found errors in many individual sounds as well as problems producing correct linking patterns between words.
The document summarizes an analysis of phonological errors produced by English department students at Airlangga University in Indonesia as adult learners of English as a foreign language. The study analyzed segmental errors in vowels and consonants based on recordings of 6 students. Common errors included substituting sounds like [i:] with [ɪ], [æ] with [ə], deleting sounds in words, inserting extra sounds, and issues with linking sounds between words through mergers or composite sounds. The analysis found errors in many individual sounds as well as problems producing correct linking patterns between words.
STUDENTS OF AIRLANGGA UNIVERSITY AS EFL ADULT LEARNERS Mentari Dwi Susanti 121012083 Independence studies on Linguistic Rational This topics interesting? Objective Review The importance of analyzing phonological error because the existence of phonological error proved that learners still had difficulties in FL sound imitating. The present study aims at the types of phonological errors produced by English department students of Airlangga University as EFL adult learners. The phonological errors focused on level segmental (vowel and consonant sound). Pronunciation was the production skill that produces sounds to make meaning communicatively.
The wrongness of transferring L1 into second language (L2) that caused interference or negative transfer because the learners L2 knowledge was incomplete (Crystal 1980; Richard, Platt & Weber 1992; Kormos 2006). NEXT BACK NEXT BACK Articles Djajadiningrat (2011) Found : some Indonesian- English learner cannot figure out some particular English vowels sound error such as [], [], and [] and consonants sound error in [], [], [], [d], and [t], [v]. Riadi (2013) Reviewed : students problems in pronouncing short and long vowels, such as [I] [i:] [] [:] [] [u:] Hojati (2013) Investigated : the errors in the oral performance of advanced-level Iranian EFL students.
Found : pronunciation errors in vowels insertion, stress placement, wrong pronunciation of sounds & intonation contours Jehma & Phoocharoensil (2014) Investigated: the English fricatives and stop pronunciation errors produced by Pattani-Malay learners of English, such as [v] [] [] [] RESEARCH QUESTIONS NEXT BACK Phonological error was where one or more word were mispronounced. (Baars, 1992, p. 198) Phonological Error -PHONOLOGICAL ERRORS PATTERN- The present study utilized sources of intelligibility problems proposed by Kenworthy (1987). Segmental Errors a. Sound substitutions b. Sound deletions c. Sound insertions d. Links between words : A linking sound A sound merger A composite sound Theory of the study Data collecting Methods Data Analysis NEXT BACK -Qualitative approach- -Six respondents- who based on the following criteria: (1) they are English department students in Airlangga University batch of 2010, (2) they had Javanese dialect as their informal language, (3)they lived in Surabaya, (4) they have passed the class English Phonetic-Phonological, (5) they have learned Indonesian since their childhood. - The tool in collecting the data - First Test : borrowing words list consisted of 170 words that a test focused on the English vowels and consonants individually that did not exist in Indonesian sound system Second Test : several sentence and phrase that measured the correct of students actual linking sounds -RECORD- -TRANSCRIBE- - In order to great justification, the researcher compared between standard phonetics transcription and students actual transcription by using Oxford Advanced Learners Dictionary software. -This software helped to ensure the English sound that is standardized. - Asked to an expert lecture in English department of Airlangga University to define the transcription of the recordings has been correct. -Listened students recording carefully. Finding Results NEXT BACK CONSONANTS CHANGE Sound substitutions Sound deletions Sound insertions -SOUND SUBSTITUTIONS-
Finding Results NEXT BACK Links between words A LINKING SOUNDS Words A linking sound Students Actual Pronunciation R1 R2 There was no answer [no] + [nsr] [nownsr] /w/ // He asked [hi] + [skt] [hiyskt] // // Value of [vlju:] + [v] [vlju:wv] /w/ // See anyone [si:] + [eniwn] [si:yeniwn] /w/ /y/ Do you know everyone? [no] + [evriwn] [nowevriwn] /w/ /w/ Really appreciates [reli] + [pri:iet] [reliypri:iet] // /y/ A SOUND MERGER Words A sound merger Students Actual Pronunciation R1 R2 Phone number [fon] + [nmbr] [fonmbr] [fnmbr] [fnmbr] Cancer research [knsr] + [rs:r] [knsrs:r] [kensri:s] [kensri:s] Feel like [fi:l] + [lak] [fi:lak] [flak] [fi:lak] Enough for [nf] + [fr] [nfr] [nfo] [nfor] Everyone knows [evriwn] + [noz] [evriwnoz] [evriwnoz] [evriwnos] Human nature [hju:mn] + [ner] [hju:mner] [hju:mner] [hju:mner] Science center [sans] + [sentr] [sansentr] [sensentr] [sajnsentr] Enormous success [n:rms] + [skses] [n:rmskses] [nrmoskses] [nrmoskses] With therapy [w] + [erpi] [werpi] [wterapi] [wtferapi] Path through [p] + [ru:] [pru:] [patftru] [petftru:] A COMPOSITE SOUND Words A composite sound Students Actual Pronunciation R1 R2 Miss you [ms] + [j] [m] /s/ /s/ How is your day? [z] + [jr] [r] /s/ /z/ He loves you [lvz] + [j] [lv] // /s/ Next year [nekst] + [jr] [neksr] // // Last year [lst] + [jr] [lsr] // // Who set you up? [set] + [j] [se] // // Thats your problem [ts] + [jr] [r] // // Did you do that? [dd] + [j] [d] // // What would you do? [wd] + [j] [w] // // My dads your partner [ddz] + [jr] [dr] // // Interpretattion Results NEXT BACK The result of the study has appeared that adult learners have problem in consonant sound such as [t], [], [t], [d], [v], [] and [].
The problem of vowel sounds was resided such as [i:], [], [], [:], [:] and [u:]. Djajadiningrat (2011)
found some Indonesian-English learner cannot figure out some particular English vowels sound error such as [], [], and [] and consonants sound error in [], [], [], [d], and [t], [v]. Jehma & Phoocharoensil (2014)
who investigated the English fricatives and stop pronunciation errors produced by Pattani-Malay learners of English. Similar to The Influence of the Interlingual Transfer Interlingual transfer was the most crucial problem in transferring into foreign language.
Brown (2007), interference is incorrectly transferred or incorrectly associated with an item to be learned that effects of the native language on the target (the second) language.
It represented that adult learners tended to utilize their mother tongue when they transferring into foreign language. Remember Suggestion Summary NEXT BACK The result of the study established that there were consonant sound errors such as, [t], [], [t], [d], [v], [] and [].
The problem of vowel sounds was resided such as [i:], [], [], [:], [:] and [u:].
Subsequently, the researcher found that length vowel in English vowel sound system was different from Indonesian vowel. The shortening of vowels happened since the sounds were produced in a fast speech. The great strategy was utilized to minimize phonological error that was to find what problems students have in pronunciation.
From this suggestion, teacher and student enhanced their capability by correcting the error and committing the correct. Because of pronunciation, it was related to habit in surrounding environment.