thesis about pronunciation

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The Impact of English Pronunciation on Effective Oral Communication

2019, International Journal of Science, Engineering and Technology Research (IJSETR)

The title of this paper is the impact of English pronunciation on effective oral communication. Therefore, in this paper, the researcher aims to explore whether the Sudanese secondary EFL learners' weakness in English pronunciation is regarded as a main obstacle for them to speak in English. Consequently, the researcher investigates the relation between pronunciation and oral communication in English and tries to show that pronunciation is one of the most important elements of effective oral communication. In spite of the important of English pronunciation skill in the field of language learning and teaching as one of the most important elements of effective oral communication, English pronunciation is still an area of teaching which is often neglected by English EFL teachers and learners at secondary schools in Sudan. Therefore, learners at secondary schools in Sudan have many problems with pronunciation in English when they try to speak in English. To that end, this paper focuses on areas of pronunciation problems that face learners at secondary school in Sudan, which lead to serious breakdown in oral communication in English and then tries to find solutions to them so as to ensure effective English oral communication. Thus, the researcher describes the causes behind the problems of pronunciation that the Sudanese learners of English at secondary schools face while trying to speak in English and the ways to cope with them. In this paper, the researcher, followed the descriptive analytic method and used a questionnaire as a main tool for data collection. The data gathered from the questionnaire are analyzed qualitatively. The results of the study displayed that the Sudanese secondary EFL learners' weakness in English pronunciation is regarded as a main obstacle for them to speak in English.

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The study was conducted to test the impact of factors on English pronunciation competence and oral presentation performance of the tertiary-level EFL learners in Bangladesh. The data was obtained from eighty students and thirty teachers from the departments of English in four Bangladeshi private and public universities. The experiment research was based on the survey of a self-developed Likert scale questionnaire and independent t-test. The results were analyzed using the Statistical Package for Social Science (SPSS). The independent t-test was statistically significant. Therefore, we rejected the null hypothesis. The independent t-test and the survey results showed a significant negative effect of factors on the ESL learners' pronunciation competence and English oral performance. The findings call for further research regarding what methods and techniques can be used to develop learners' pronunciation competence and English oral performance. Cite: Noor, L. (2021). Factors Affecting EFL Learners’ English Pronunciation Competence and Oral Presentation Performance: A Study on Tertiary Level in Bangladesh. BAIUST Academic Journal, 2(1), 174–188.

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International Journal of Research in English Education

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This study was designed to investigate the spoken communication difficulties encountered by the fourth-year EFL students of some rural faculties of Aden University and the factors that might negatively contribute to their poor acquisition of spoken communication proficiency during their learning of English in these faculties to reach some suggestions and solutions that may help in changing the current situation and enabling the concerned EFL programs produce proficient speakers of English. The data were collected through varied instruments, namely students' questionnaire (n = 120), teachers' questionnaire (n = 23), students' interviews (n = 30), speaking skill teachers' interviews (n = 4), students' spoken communication proficiency assessment rubric (n = 42), classroom observations (n = 6), and an assessment of speaking skill syllabi. The collected data were analyzed by using the SPSS 21 st version and manually. The results revealed that the majority of the students encounter fluency and automaticity related difficulties and lack of communication strategies. Moreover, some students also share one or more difficulties with these two major ones, such as phonological difficulties, comprehension difficulties, sociocultural difficulties, lack of discourse knowledge, affective difficulties, and lexical and grammatical difficulties, respectively. Though the majority of the students seem to have mastered a somehow sufficient level of grammar and vocabulary, many of them cannot put their lexical and grammatical knowledge into use orally. It has also been revealed that several factors are responsible for students' poor acquisition of spoken communication proficiency. These factors can be categorized into five types, namely a. factors related to the students themselves, namely students' lack of language learning strategies to develop spoken English and lack of integrative motivation, b. factors related to student's past education, namely students' poor English level when they joined the concerned faculties in addition to the traditional learning habits they brought from their pre-tertiary education, c. factors related to students' environment, namely lack of exposure to spoken English provided by the environment, d. factors related to teaching methodology, such as lack of communicative activities, majority of the students are rarely engaged in spoken activities, mother tongue use in English classes, no language laboratory or ICTs, low qualifications of some teachers, i.e. a semi-traditional teaching setting is still dominant in most classes, and e. curriculum-related factors, namely lack of time devoted to teaching spoken communication skills and the overuse of non-English subjects. As per the results, this study has provided some suggestions and solutions that will help in changing the current situation and enabling the concerned EFL programs to produce proficient speakers of English. To get a soft copy of the thesis, e-mail me to [email protected]

Asian Journal of Humanities and Social Studies

jalal ahmad

Mr. Ahmed Ismael sefaldin Aldikheri

Abstract This study is an attempt to investigate Errors committed by Sudanese EFL learners in consonants pronunciation. Since pronunciation is a very problematic aspect of language; it is worthy to investigate. The study aimed at identifies errors committed by Sudanese EFL learners in consonants pronunciation as well as to explore the impact of mother-tongue interference and spelling-pronunciation inconsistency. Moreover, to classify errors committed by Sudanese EFL learners in consonants pronunciation into types. The study adopted quantitative and descriptive-analytic approach. The data of the study was gathered by a pronunciation test. The test was applied for (40) second year students majoring in English language at Alzaiem Alazhari University. Simple Random Sampling is the technique to draw a representative from the study population. The study achieved several findings the most important of these are; a certain English consonants are difficult to pronounce for Sudanese EFL learners. The sounds were attributed to errors committed by Sudanese EFL learners are /p/, /b/, /f/, /v/, /t/, /d/, /ʧ/ and/ʤ/. They were also encountered errors by inserting a vowel sounds to break up the consonant clusters. They dropped the last sound that occur in consonant clusters syllable-final position and there were substitution of some sounds. Mother-tongue interference and spelling-pronunciation inconsistency was appeared most frequently and seemed to be major factors that constitute errors in consonants pronunciation. In the light of these findings the study recommended the following: First, teachers should recognize the problematic sounds and teach students how to pronounce those sounds correctly. Second, according to the importance of pronunciation as essential part of learning English, textbooks should included pronunciation lessons and activities to be same as lessons in other skills. Third, tools for practicing pronunciation should be offered at schools, universities and so on. Fourth, Sudanese EFL learners of English should check the dictionary to correct pronunciation of difficult words. At last but not least; as language teachers, it is necessary to teach pronunciation and its problems to students from the early stage of education.

مجلة جامعة كركوك للدراسات الإنسانية

Anmar Saeed

Apart from accuracy, fluency is one of the issues that concern language learners and teachers on parallel grounds. Fluency is generally defined as the rapid, smooth, and effortless use of spoken language. This study aims at suggesting a method and a set of techniques that can be employed in the pronunciation classroom to work on training Iraqi learners of English to learn and use some aspects of connected speech, viz. weak forms, sentence stress, linking and elision, and accordingly developing their fluency skills in speaking English. It basically draws on using a communicative approach with the following characteristics: first, maintaining a learner-centered teaching, encouraging pair/group work, and employing practice through using activities and tasks. The suggested method involves proceeding through three stages of practice: mechanical, meaningful, and communicative. Mechanical practice is a controlled type of practice carried out through repetition and substitution activities; meaningful practice is also a controlled practice through meaningful choices of items; and the last stage, communicative practice involves using language within real communicative contexts. The suggested techniques are also set into three stages in consonance with the stages of the method.

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English pronunciation of thesis

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(English pronunciations of thesis from the Cambridge Advanced Learner's Dictionary & Thesaurus and from the Cambridge Academic Content Dictionary , both sources © Cambridge University Press)

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IPA : ˈθiːsɪs

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the-sis 0 rating rating ratings Fabiola Mertz thee-sis 0 rating rating ratings Delpha Jacobi

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An opinion of a speaker who tries to prove it. 0 rating rating ratings Kailash Sheth

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 12 May. 2024.

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Definition of thesis noun from the Oxford Advanced Learner's Dictionary

• Students must submit a thesis on an agreed subject within four years.
• He presented this thesis for his PhD.
• a thesis for a master's degree
• He's doing a doctoral thesis on the early works of Shostakovich.
• Many departments require their students to do a thesis defense.
• She completed an MSc by thesis.
• her thesis adviser at MIT
• in a/​the thesis
• thesis about

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• The basic thesis of the book is fairly simple.
• These latest findings support the thesis that sexuality is determined by nature rather than choice.
• formulate/​advance a theory/​hypothesis
• build/​construct/​create/​develop a simple/​theoretical/​mathematical model
• develop/​establish/​provide/​use a theoretical/​conceptual framework
• advance/​argue/​develop the thesis that…
• explore an idea/​a concept/​a hypothesis
• make a prediction/​an inference
• base a prediction/​your calculations on something
• investigate/​evaluate/​accept/​challenge/​reject a theory/​hypothesis/​model
• design an experiment/​a questionnaire/​a study/​a test
• do research/​an experiment/​an analysis
• make observations/​measurements/​calculations
• carry out/​conduct/​perform an experiment/​a test/​a longitudinal study/​observations/​clinical trials
• run an experiment/​a simulation/​clinical trials
• repeat an experiment/​a test/​an analysis
• replicate a study/​the results/​the findings
• observe/​study/​examine/​investigate/​assess a pattern/​a process/​a behaviour
• fund/​support the research/​project/​study
• seek/​provide/​get/​secure funding for research
• collect/​gather/​extract data/​information
• yield data/​evidence/​similar findings/​the same results
• analyse/​examine the data/​soil samples/​a specimen
• consider/​compare/​interpret the results/​findings
• fit the data/​model
• confirm/​support/​verify a prediction/​a hypothesis/​the results/​the findings
• prove a conjecture/​hypothesis/​theorem
• draw/​make/​reach the same conclusions
• read/​review the records/​literature
• describe/​report an experiment/​a study
• present/​publish/​summarize the results/​findings
• present/​publish/​read/​review/​cite a paper in a scientific journal
• The results of the experiment support his central thesis.
• Most people rejected this thesis at the time because it presumed evolution rather than creation.
• fundamental

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