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ESL Phonology

ESL Phonology

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ESL Phonology is the study of the sound systems and patterns of English as a Second Language, focusing on how non-native speakers perceive, produce, and utilize phonetic elements. It examines the influence of learners' first languages on their English pronunciation and the implications for teaching and learning English phonetics.
lightbulbAbout this topic
ESL Phonology is the study of the sound systems and patterns of English as a Second Language, focusing on how non-native speakers perceive, produce, and utilize phonetic elements. It examines the influence of learners' first languages on their English pronunciation and the implications for teaching and learning English phonetics.
The Intonation Patterns of English and Persian Sentences: A Contrastive Study
by Mehri Izadi

2025, Research journal of education

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The use of graphonics methods to facilitate students’ ability in pronouncing long & short vowels (a classroom action research with 4th graders of MI Al-Khoiriyyah 1 Semarang in the academic year of 2014/2015)
by Tiara Pertiwi Adiputri

2022

The background of this research was the importance of pronunciation to support the use of a language in a commuication. English, as an International language has quite different rules from our native language, Indonesian language. One of... more
Group of Words for Minimal Pair After writing the words groups, the teacher should
Characteristics of Young Learners
From the table above, it could be inferred that young learners variation to prevent them from boredom. So, they would experience
tudents’ engagement, this guidance was used: Scoring of Students’ Engagement
B. Data Description According to Oxford Learners’ Pocket Dictionary, the word
Students’ Average Score Increment
Graphonics is a method that encourages learner centered education. Learner centered education emphasizes the importance of Students in the class came from various social backgrounds. They had
8. Learning Activities
Scoring of Students’ Pronunciation Table 3.1 Here is the table of scoring guidance used:
was made based on the table below: Total score: Engagement + oral test
List of Students’ Code
Students’ Achievement of Pre - Cycle
Students’ achievements in Cycle 1
engagement, score was given based indicators below:
Student’s Assessment Sheet
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Influence of accurate pronunciation on correctness of spelling in written English - does accurate pronunciation lead to correct spelling?
by Astha Tuladhar

2022

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FORENSIC SPEAKER PROFILING FROM THE SAMPLE IN ЕNGLISH AS A FOREIGN LANGUAGE -VOWEL DURATION ANALYSIS
by Kristina Tomić

2022, Nasleđe, Kragujevac

Forensic speaker profiling is a procedure employed in criminal cases where there is a voice recording of the criminal, but there is no suspect. It encompasses determining the age, gender, origin or socioeconomic status of the recorded... more
Figure 1 Kernel Density Plot of Duration of Vowels /z/ and /e/ in English
Figure 2 Kernel Density Plot of Duration of Vowels /i:/ and /1/ in English Looking at Figure 1, we can note that the speakers from Ni’ exhibit bimodal distribution of both /z/ and /e/. Due to the small number of partic- ipants in this study, the reason behind the bimodal distribution may be the inter-speaker variability in pronunciation. On the other hand, the speakers from Novi Sad tend to pronounce both vowels consistently. Vowel /e/ is pro- nounced as shorter than /z/, and there is less variability in its realization.
Figure 3 Kernel Density Plot of Duration of Vowels /u:/ and /o / in English For the speakers from Ni’, durations of vowels /i:/ and /1/ largely overlap (Figure 2). Therefore, we can say that these speakers do not use distinctive duration for the two vowels. In Novi Sad speech, the long vowel pronunciation appears to be more homogenous than that of the short vowel, which exhibits bimodal distribution. The reason may be because some speakers have adopted the pronunciation of certain words incorrectly, substituting the short vowel with the long one, which is closer in duration to their native language.
In the Serbian sub-corpus, there are no statistica between speakers from Nis and Novi Sad for vowels the IU. A statistically significant difference in vowel d in the medial position in the IU for vowels /e/ and /u/ in long syllables a: well as vowel /i/ in short sy the speech of Novi Sad, however, rather unexpected are significantly shorter for his group of speakers. TI ly significant differences in the initial position ir uration can be observec lables. As expected, /u/ is produced as longer ir y; long /e/ and short /i; his phenomenon may be explained by the fact that vowel /e/ in long syllables in the speech of Novi Sac is a rather close vowel, there shorter than more open /e/ in the speech of Ni’. The the speakers from Novi Sad pronounce /a/ in long sy. fore, it is physiologically bound to be produced as raw values indicate tha lables as longer than the speakers from Ni’, however, due to a small sample, the statistical significance was not proved.
Observing Table 2, we may note that due to the strict criteria in the selec- tion of token words, most of the vowels cannot be found in the initial position in the IU in the corpus. According to the Welch t-test, speakers from Ni8 pro- nounce vowel /i;/ in medial position as longer than speakers from Novi Sad. The raw values indicate that these speakers also pronounce vowels /e/, /ze/, /v/, and /u:/ as longer, however, the statistical test has not confirmed the difference. Table 2 Average duration of English vowels in seconds for speakers from Nis (NI) and Novi Sad (NS), Welch t-test; significant for p < 0.05
Table 3 Difference in Serbian and English vowel duration for speakers from Ni8 anc Novi Sad, respectively; Welch t-test; significant for p < 0.05 4.2. Comparison across Languages
The statistical analysis has confirmed that speakers from Ni§ do not make a distinction between short and long vowels either when speaking Serbian or English. In addition, vowel /z/ was not produced as longer than /e/, which is not in accordance with the results from previous research (Paunovi¢ 2011: 365-366; Markovic 2009b: 161; Markovic¢, Jakovljevi¢ 2016: 223). Table 4 Short and long‘ vowel duration for speakers from Ni’ and Novi Sad when speaking Serbian and English, respectively; Welch t-test; significant for p < 0.05 Table 4 Short and long‘ vowel duration for speakers from Ni’ and Novi Sad when
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Influence of accurate pronunciation on correctness of spelling in written English
by Astha Tuladhar and 
1 more
Mari AKATSUKA

2017

Fig.1 Number of correctly spelled words according to word list B and C (Day 1): Student pronounced the word
Percentage of correctly spelled words in each list Fig. 3 Percentage of all 3 misspelled words belonging to top 3 categories
Percentage of most misspelled words in each list
Table 1 Category of words with underlined letters as tested areas in each word list
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The Acquisition of Native-like Intonation in Simple Declarative Constructions by L1 Spanish Students of L2 English in a Semester-long Study Abroad Program in the US
by Carlos Enrique Ibarra

2013

Figure 1. Declarative sentence in Buenos Aires Spanish: “el agua hierve” (from Enbe & Tobin 2008)
Figure 2. Declarative sentence in Central Mexican Spanish: “lee la novela” (from Willis, 2002) statements. An example of this contour can be seen in Figure 2. there is no clear boundary between the use of this pattern for commands and for declarative IV.I1 Peruvian (Lima and Cuzco) declarative intonation
Figure 3. Declarative sentence in Peruvian Spanish: “su familia mandara los violines” (from O’ Rourke, 2012) number and type of intonation strategies employed.
Figure 4. Baseline “that book is about murder” by the native English speaker. the second session looking at the closest similarities as selection criteria (see Section VIII.1).
Figure 6a. “that book is about murder” by the Mexican speaker, first session.
Figure 7b. “el libro trata de una muerte” by the Peruvian speaker.
Figure 8. Argentinean Spanish and native English speakers’ pitch.
Figure 10. Peruvian Spanish and native English speakers’ pitch.
Figure 11. First session’s English and Spanish pitch by the Peruvian speaker. speaker (with no native English speaker baseline) show in Figure 11, Figure 12, and Figure 13.
Pre Spanish vs. English pitch, Argentinean speaker Pre Spanish vs. English pitch, Mexican speaker
Figure 13. First session’s English and Spanish pitch by the Mexican speaker. Figure 12. First session’s English and Spanish pitch by the Argentinean speaker. VII.4 First session’s aligned pitch contours for Argentinean, Mexican and Peruvian English and Spanish. In Figure 14, Figure 15 and Figure 16, we can see the alignment of the baseline native En-
Figure 15. First session’s native English and Mexican speakers’ pitch.
Figure 17. “that book is about murder” by the Argentinean speaker, second session.
Figure 19. “that book is about murder” by the Peruvian speaker, second session. Figure 18. “that book is about murder” by the Mexican speaker, second session.
Figure 20. First and second session’s English pitch, Argentinean speaker. see how the second session’s English contour differs from that of the Spanish sentences.
Figure 23. Argentinean, Mexican and Peruvian Spanish pitch. Arrows indicate each contour’s maximum. The red circle indicates secondary broad maxima. jllables. This is, the first (major) peak comes after the first stressed syllable, after which pitch
2) Example of a fill-in-the blank comic strip.
Table 1. Nine possible phrasal intonations for the angry emotional state for “vamos a ver”. result in all the combinations shown in Table 1 only for the angry emotional state. three-word phrase becomes incredibly complex factoring in emotion and intention, which could such as “He said something”, Table 2 displays the possibilities for the angry emotional state.
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