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As the number of non-native English speakers rises due to globalization, there is a growing interest in phonology as the original language, which is fundamentally Standard English, has undergone some modifications (Mohammed and Alzughaibi, 2012). The purpose of this research paper is to analyze the phonological aspects of teaching and learning English by Arabic students who are not native English speakers.
The several variants of English make it a wide area of research. Most ESL (English as a second language) teachers agree on the necessity of teaching explicit pronunciation in language courses (Montrul, 2010). While confidence in pronunciation facilitates the learners’ interactions with native speakers and improves their linguistic development, poor pronunciation masks good language skills and condemns learners to less academic, social, and professional advancement than they deserve (Clark, Yallop & Fletcher, 2007). When learners interact more with native speakers, they will greatly improve their pronunciation, but their hindrance stems from the fact that such interactional skills do not come naturally. As Kavaliauskiene (2009) points out, foreign language is influenced by their mother tongue and learners analyze and digest the information they receive from the perspective of their mother tongue first and then the new foreign language.
Acknowledging this observation, it can also be said that the Arabic L1 phonological system can either facilitate or interfere with the learning of the L2 English phonological system. More specifically, it can be demonstrated that Arab learners insert vowels unintentionally in the onset and coda of some English syllables. For example, the syllable structures in Modern Standard
Arabic (MSA) did not allow clusters of the type CCC initially as English language did. So, as a result, the Arabic learners of English will insert the high front short
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A number of previous studies have shown that phonological transfers have a vast impact when it comes to the learning of a language as the second language. The impacts have been observed when it comes to the experience of both the adults in production and perception of L2 sounds.
Investigations have indicated that learning materials should be prepared for all kinds of students, all learning strategies and not just the teachers’ style of teaching. The application of these resources poses challenges during the learning process, and it is important to determine the effects of these resources in the learning process.
According to Kroll (1990), the learning of a second language (L2) has been an uphill task for many students. This has been attributed to the difficulties associated with learning of L2. Afzal (2010) clearly states that, students’ motivation is a crucial issue, with respect to the importance of their academic performance, as well as in their professional life.
It is quite understandable that people often feel comfortable speaking their own mother tongue compared to any other foreign language. Non- English speakers often face issues while speaking English in a fluent manner. Moreover, they tend to commit pronunciation errors that often create confusion in understanding the real meaning of certain words (Ladefoged, 2000).
Although discerning the implication of multiword expressions is crucial for language learners, it is not only restricted to achieving proficiency and eloquence in speaking or productive skills but it is also crucial in sharpening the listening or receptive skills.
Furthermore concept such as native like proficiency in terms of learning a foreign language also, invariably forms the basis of such debates. This paper discusses in detail, the concept of critical period hypothesis as proposed by Lennerberg and the various views and
The introduction chapter presented the aim, objectives, and research questions along with explaining the rationale of the research topic and determining the scope of the research. The rationale for the research topic was found in the form of importance of learning
English to realize the fundamental role of information and communication technology not only in the area of language teaching and learning but also in the global economy where the proficient use of English is fast assuming the indispensable engine of growth and development. It
The matters of mother tongue influence and its avoiding while learning English of what and how to teach are one of the most discussed ones, both from the students’ and the teachers’ sides. English learning is a wide field of research, especially because of there are several variants of English, and each is considered to be right by its speakers.
2 Pages(500 words)Research Proposal
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