NAME : FATIN AFIQAH BINTI PUAADI IC. No. : 910705-08-6506 GROUP : PISMP 1L CODE OF SUBJECT : TSL 3101 NAME of LECTURER : MDM NOR AZMAH BT ABD KARIM SUBMISSION DATE : 29.3.2011
TOPIC 3 : PHONOLOGY 2. Non-native speakers of English (NNS) often have problems with pronunciation. Discuss the problem areas and suggests ways to overcome these problem identified. Provide relevant examples to illustrate your answer. Nowadays, English has been used widely in every country and obviously English is an international language. Unfortunately, Non-Native Speakers of English language may face some problems in their pronunciation while communicating with others. First of all, non-native speakers can be defined as speakers who are not using English as their first language and mother tongue while according to Oxford Advance Learners 7 th Edition, pronunciation is the way in which language or a particular word or sound is pronounced. Correct pronunciation is important because it can drive the meaning of our thought, and if our pronunciation is wrong, miscommunication may happen due to the wrong interpretation by the other party. However, non-native speakers of English still have many problems in pronunciation such as not fluent, problems in pronouncing consonants and problems in differentiating short and long vowel sounds. The very first problem area for non-native speakers of English (NNS) in pronunciation is they are not fluent in pronouncing every single word. Most of them have studied grammar for many years, but still cannot speak English fluently, for instance students from higher institution who have learnt English since primary school still practicing broken English. The main factor of this problem is they have studied the grammar, but they refuse to adapt in their daily life especially in communicating with other people. They have the knowledge, but they neglected to use while communicating and this environment somehow will affect their pronunciation of English words. If they refuse to practise English since childhood, they will face many problems in future especially in pronunciation even for simple pronunciation such as the word bed. Actual vowel pronunciation for bed is e, but most of non-native speakers pronounce bed as e. Therefore, environment is the most important element that can influence non-native speakers pronunciation, if they live in English environment, they will not have major problem in pronunciation. Hence, there are some ways to prevent the problem above which is not influent in pronouncing words. First, non-native speakers need to practise more on pronunciation especially in front of mirror because this way can help them to train their mouth to move in new ways in order to make new sounds. This way will enhance their pronunciation even slowly, they can observe on their own how the movement of mouth and tongue so that they can recognise and memorise how the word pronounce. Thus, this method will help them to be more confident to speak proper English in front of other people. Besides that, non-native speakers should also refer to authentic dictionary every time they have doubt with pronunciation of words as dictionary have provided phonetic symbol for every words. Besides not fluent in pronunciation, non-native speakers may face some problems regarding the pronunciation of consonants sounds. For example, Japanese always experience this problem because of their mother tongue has influenced their pronunciation thus produce difficulty in pronouncing some English words which involve /r/ and /l/ (Yamada, Strange, Magnuson, Pruitt & Clark, 1994). This is because they have lived in their own country (Japan) for long period of time and communicate mostly with Japanese only who use Japanese language as a medium, hence affect their pronunciation of /r/ and /l/ sound and make it difficult for them to communicate with others using English language. Plus, Japanese language is the official and national language in Japan, and for that, definitely they rarely use English for communication even students in school have lack exposure of English. A number of previous studies have examined the role of experience on adults production and perception of second language sounds. There are some researchers have been done on consonants and has suggested that learning process is a possible way to improve the pronunciation of consonants by non-native speakers of English. For example, the results of studies with native Japanese speakers of English show that, over time, Japanese adults may learn to accurately pronounce English /r/ and / l/, neither of which happens in Japanese (Yamada, Strange, Magnuson, Pruitt & Clark, 1994; Flege, Takagi & Mann, 1995). Besides, English language experience can improve Japanese pronunciation of English words (Yamada & Tohkura, 1991; Best & Strange, 1992; Flege, Takagi & Mann, 1996). It appears that the learning of consonants may take place over the course of years, or perhaps even decades. Non-native speakers rate of learning, and perhaps their ultimate degree of success, may be influenced by the perceived similarity of English consonants to consonants in the first language. For example, Japanese could import or hire some of native speakers who lived near to their country to teach them wisely the proper pronunciation of English words. This should include school children so that they can improve their pronunciation since childhood and pronounce English words better in the future. Besides teaching them proper pronunciation, this method could also enhance their communication skills with others especially with native speakers using English as the medium. Hence, intensive learning process for non- native speakers of English in Japan is important to help them improve their pronunciation of consonants /r/ and /l/. On the other hand, there is another problem to non-native speakers of English which is the pronunciation of short and long vowel sounds are different from English. The five vowels of Spanish /a e i o u/, exhibit less movement than do the closest English vowels and are apparently not distinguished from one another by vowel duration differences, as is the case for English vowels such as /i/-/>/ (Harris, 1969). Not surprisingly, auditory evaluation suggests that Spanish /i/ is closer to English /i/ than />/ (Stockwell & Bowen, 1965). Because of the differences of vowel sounds between English and Spanish, Spanish may have difficulty to communicate with native speakers. For instance, when Spanish are having conversation with native speakers, native speakers may have different interpretation of what Spanish are talking about because of their short and long vowel sounds, for example, the words beat and bit, Spanish may have problems to differentiate the pronunciation. If they pronounce wrongly, native speakers will interpret with different meaning, thus miscommunication will happen. Therefore, for the previous problem mentioned above, there are some suggested solutions that may help to abolish the matter. Basically, parents and teachers should start to help non-native speakers avoiding the problems with long and short vowel sound since school period because during childhood stage children easier to learn and adapt something new in their lives rather than adulthood. By engaging young kids in a variety of vowel activities, they learn to differentiate between the long and short sounds of the vowels. Kids can recognise the different sounds by sorting objects based on their vowel sounds. This kind of lessons will be more attractive and interesting if several small toys or objects are included. The names of the objects should contain different vowel sounds, either short, long or a combination based on the teaching preferences. Next, teachers at school may use some interesting activities such as chants and songs to incorporate repetitive practice of vowel sounds. To chant the sounds, simply say "A says A" for the long vowel sound. Fill in the short vowel sound to practice both long and short and to be more effective, teachers should repeat the chant for all of the vowel sounds for many times, so that students can easily understand and adapt the actual sounds. These are two suggested ways for teachers and parents in order to help children who are non-native speakers of English to differentiate the long and short vowel sounds so that they may not have problems in pronunciation in the future. Actually, it is not difficult for non-native speakers to excel in pronunciation, but they need more effort and surplus support from everyone especially parents and teachers. The effective way to avoid pronunciation problems is non-native speakers should be teach and guided appropriately since childhood so that they can perform well in pronunciation.
REFERENCES
Bohn. O. & Jang. S. (1997). Effects of Experience on Non-Native Speakers Production and Perception of English Vowels. Journal of Phonetics. 25, 437- 470.
Frost. S. (2010). Ideas To Teach Short and Long Vowel Sounds. http://www.ehow.com/list_5939325_ideas-short-long-vowel-sounds.html. Accessed on 20 March 2011.
Holt. S. (2008). Responding to Non-Native Speakers of English. http://writing.umn.edu/tww/responding_grading/nonnative/nn_speakers.html. Accessed on 20 March 2011.
The Sounds of English and The International Phonetic Alphabet. http://www.antimoon.com/how/pronunc-soundsipa.htm. Accessed on 20 March 2011.
Nordquist. R. (2011). Native Speakers. http://grammar.about.com/od/mo/g/nativespeakerterm.html Accessed on 20 March 2011.