Problem Areas Nonnative Speakers of English Often Have with Pronunciation and How to Overcome These Problems

In order to develop a student’s phonological awareness I would use the following skills and activities to focus on: Sentence segmentation, syllable segmentation, followed by tither onset-rime blending as well as segmentation and finally working on phoneme segmentations themselves. The reason I focused on segmentation it that it teaches the student how to break apart words, as well as differentiate between syllables and phonemes.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Verbal languages vary in pronunciations. Since, Languages are described as being smooth and light, while on the other hand, languages known to being rough and abrupt. The manner in which speakers pronounce and communicate using words, phrases and hand gesture also has a way in building the personality of the language. Furthermore, whilst a speaker pronounces words and letters that are in the non-speaker opinion rigid and tough, an image of a solid language is created in the observing non-speaker mind. Personally, listening to Hindi dialects, I myself seem to find it challenging to pronounce specific words, and an image of complexity forms in my mind. During dialect comparison, we realize that pronunciation is vulnerable to criticism and satire. Comedians during criticizing a specific group usually imitate the dialect to refer to their identity. Thus when they criticize the language they mean it to the group and their specialized behavior.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Phonology – use of sounds and how sounds are organized and used in natural languages.

Alice was given the Initial Sound Fluency and Phoneme Segmentation Fluency, which are designed to assess her phonological awareness. She was required to produce and identify the first sounds/phoneme in a word within the Initial Sound Fluency. On the benchmarks of this assessment, which occurred in September and January, her performance was below the

When talking about the language development of children it consists of four domains, which are the phonological development grammatical development, lexical development and pragmatic development. Phonological development focuses on the development of speech sounds which deals with the pronunciation of the words. At my field site, which is located at Brooklyn College, I noticed two students’ phonological development. I was observing the ones class. One of the students, Nathanial was given the object ball and the teacher kept repeating herself and said, “Ball, this is a ball. Ball.” N tries to repeat after her and trying to tell he me, he lends against me and said, “ba”. Nathanial could only pronounce the beginning of the word. Then

As I grew up in America I recognize so many people spoke differently from others. In America we have so many different people that speaks differently, which can be more noticeable sometimes. In America we have people who have accents that are more hearable. The way people pronounce things is different. Have you ever heard someone say caramel differently than you might say it? I’ve been in that position more than once. My cousin has always been more proper than me so I’m often being corrected. What my cousin fails to realize is I grew up hearing my immediately family pronounce words the way I pronounce words. I believe the way a person pronounces a word, might be the same way they heard it while growing up. A person only knows what they have been taught and some have been taught to say words differently than others. To be honest, some teachers are okay with students pronouncing words the way the student feels more comfortable with.

During my observation on October 5, 2017 from eight to eleven in the morning, I observed Mrs. Mizenko’s teaching of phonemic and phonological awareness. She initially began with word awareness by having the children read off fluency phrases, such as “the little boy,” “work on it,” “then you come,” and “old and new,” from the screen having them notice the spaces between each word. Following her focus on word awareness, Mrs. Mizenko proceeded to have the children focus on phonemic awareness by having her students say words such as “red” and “rice” and asking them to isolate the initial phoneme in the words. She also had her students say words such as “cat” and “beg” and had them isolate the final phoneme in each word. Upon finishing with her practice of phonemic awareness, she began shifting to the blending of syllables and onsets and rimes. She taught this by saying the two syllables of a word like “furnace” and “grandma,” and she had the students blend the syllables as a complete word. Immediately following her teaching of blending syllables and onsets and rimes, Mrs. Mizenko had the

In his article, Moser stated Chinese not being phonetic is one of the reasons why westerners find it difficult to learn it. He pointed out that in English, there are at least some correspondences between sound and spelling. It helps non-native speakers learning the language. However, in Chinese, save those with radical and phonetic components, there are no clues at all for readers. The author also demonstrated his experience of learning French, which is a phonetic language. He heard the word “amortisseur” from the radio several times and he recognised it on a sign by because the sounds he constructed when reading the word is the same. “One reinforces the other,” as he described the learning process. Yet, when he was in Taiwan, he could not read the word on the sign as there were no indications of sound, or Moser said “phonetically mute.” The example shows how it is easier to study phonetic languages than the others.

There are some reasons because native English speakers are difficult to understand. Native English speakers have different ways of talking based on their original accent or where they grew up or just their style. Also, they usually speak like they would speak to another English native speaker. People that work on the radio or on broadcasting or on TV tend to speak very clearly. But people that use to work all day with other Americans speak very quickly and they may combine or omit some words more often. Others may speak less clearly because they’ve gotten so used to speaking with their own way, with their own accent and combining words together.

Phonemic awareness is “the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words,” which can be a complex process for some (Armbruster, 2009 p.10). To exemplify, in the word “mat” an individual

Introduction: Phonology analysis is helpful for Chinese learners who are learning English as a second language. Recently, the requirements for ESL learners to carry out the best solutions for second language learners are in great demand because those learners have the experience of listening to second language teaching. Hence this topic is really of significance for me,as a future teacher, to write about.

Second language learners who begin to acquire a language later in life are often thought to have more trouble with learning to pronounce the sounds of their second language than learners who began second language acquisition early in life. In the Contrastive Analysis Hypothesis (CAH), the errors in pronunciation are the result of transfer from the speaker’s native language (L1) to their second language (L2). However, other factors can account for the troubles second language learners encounter in their pronunciation. Factors such as the positive or negative attitude towards the target language as well as phonological memory can influence how well a learner acquires a language. As well, perception of the sounds of the target language and the native

From birth it takes you years to be able to confidently distinguish between all sounds in your native language. When you start learning Spanish, Italian, German, Hungarian, Czech etc. as an adult, don’t you realise everything you get to merrily skip over?