Araştırma Makalesi
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The effect of phonetic transcription on Iranian EFL students' word stress learning

Yıl 2019, , 400 - 410, 01.07.2019
https://doi.org/10.17263/jlls.586079

Öz



























































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The effect of phonetic transcription on Iranian EFL students' word stress learning



The
correct location of lexical stress is a main concern for EFL learners whose
first language has a different stress system. Therefore, in light of the fact
that English pronunciation errors are often caused by the transfer of the
Persian language sound system, the present study investigated the effect of
phonetic transcription on Iranian undergraduate EFL students’ word stress
learning. Since random assignment was not possible, the nonequivalent group,
pretest-posttest design was employed to study two classes of EFL major students
at the University of Bojnord (UB) and Kosar University of Bojnord (KUB) as the
experimental group (EG) and control group (CG) respectively. Both groups were
exposed to the same activities; however, only the EG received the treatment
regarding the phonemic transcription. A 60-item word stress test was developed
by the researcher based on a collection of 20 episodes of The Flatmates from
the BBC's learning English website to measure students’ achievements. The
reliability of the test was estimated 0.71 through KR-21 formula. The results
of the independent samples t-test from the posttest indicated that the EG had a
better performance than the CG. Thus, the findings suggest that EFL learners’
phonemic transcription can facilitate the process of lexical stress learning.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Ghorbani, Mohammad Reza



Affiliated
institution (University)



 University of Bojnord



Country



 Iran



Email
address



 mrg872@gmail.com



Department
& Rank



 English department, Assistant Professor



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Arciuli, J., Monaghan, P. & Seva, N. (2010). Learning to assign lexical stress duringreading aloud: Corpus, behavioral, and computational investigations .Journal of Memory and Language, 63(2), 180–196.
  • Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd edition). USA: Addison Wesely Longman, Inc.
  • Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). NewYork: Pearson.
  • Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Chastain, K. (1976). Developing Second Language Skills: Theory to Practice. Chicago: Rand McNally Publishing Co.
  • Dalton, D.F. (1997). Some techniques for listening pronunciation. The Internet TESL Journal. 3(1). Available online at http://iteslj.org/.
  • Farhady, H., Jafarpoor, A., & Birjandi, P. (1994). Testing language skills: From theory to practice. Tehran: SAMT Publications.
  • Flege, J.E. (2002). Interactions between the Native and Second-language Phonetic Systems. In Burmeister, P., Piske, T. & Rohde, A. (Eds.), An Integrated View of Language Development: Papers in Honor of Henning Wode (pp. 217-244). Trier: Wissenschaftlicher Verlag.
  • Fullana, N. (2006). The Development of English (FL) Perception and Production Skills: Starting Age and Exposure Effects. In Muñoz, C. (Ed.), Age and the Rate of Foreign Language Learning (pp. 41-64). Clevedon: Multilingual Matters.
  • Ghorbani, M. R. (2011). The impact of phonetic instruction on Iranian students’ listening ability enhancement. Asian EFL Journal, 52, 24-34.
  • Ghorbani, M. R., Neissari, M. & Kargozari, H. R. (2016). The effect of explicit pronunciation instruction on undergraduate English as a foreign language learners' vowel perception. Language and Literacy, 18(1), 57-70.
  • Ghorbani, M. R. & Neissari, M. (2015). Washback effect of the Iranian concours on senior high school students' EFL learning activities. Iranian Journal of Language Testing, 5(1), 1-28.
  • Hartoyo (2008). Individual Differences in Computer-Assisted Language Learning. Semarang: Pelita Insani Semarang.
  • Heidari Shahreza, M. A. & Moinzadeh, A. (2012). Teaching Word Stress Patterns Of English Using A Musically-simulated Technique GEMA Online™ Journal of Language Studies, 12(2), 521-537.
  • Hayati, A. M. (2010). Notes on teaching English pronunciation to EFL learners: A case of Iranian high school students. English Language Teaching, 3(4), 121-126.
  • Hayati, A.M. (2008). Teaching English pronunciation to Iranian students: Problems and suggestions. Available online at http://www.esljournal.org/62926768.html
  • Hosseini, S. M. H. (2007). ELT in higher education in Iran and India – A critical view.Language in India, 7, 1-11.Retrieved October 9, 2008, from http://www. languageinindia.com /dec2007/eltinindiaandiran.pdf
  • Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9 (2), 130-150.
  • Kelly, G. (2000). How to teach pronunciation. Malaysia: Pearson Education Ltd.
  • Ladefoged, P. (2006). A course in phonetics (5th ed.). Forth Worth: Harcourt, Brace, Jovanovich.
  • Lenneberg, E. H. (1967). Biological foundations of language. New York: John Wiley & Sons, Inc.
  • Lord, G. (2005). (How) Can we teach Foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88(3), 557-567.
  • Murphy, J.M. (2004). Attending to word-stress while learning new vocabulary. English for Specific Purposes Journal, 24(3), 756–766.
  • Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
  • Okita, Y. (1999). Teaching Pronunciation. English Teaching Forum. 37(1), p.16. dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol37/no1/p16.htm.
  • Pourhosein Gilakjani, A. (2012). The significance of pronunciation teaching in English language teaching. English Language Teaching 5, 96-107.
  • Rafiee, A. (2001). Colloquial Persian: The complete course for beginners. London: Rutledge.
  • Snowling, M. J. & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23.
  • Swan, M., & Smith, B. (2001). Learner English: A teacher's guide to interference and other problems, (Vol. 1). United Kingdom: Cambridge University Press.
  • Razmjo, S. A. & Riazi, M. (2006). Is communicative language teaching practical in the expanding circle? A case study of teachers of Shiraz high schools and institutes. Journal of Language and Learning, 4 (2), 144-171.
  • Tominaga, Y. (2011). An analysis of English pronunciation of Japanese learners: From the viewpoint of EIL. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 45-57.
  • Wells, J.C. (1996). Why phonetic transcription is important. Journal of the Phonetic Society of Korea, 31(32), 239-242.
  • Werfel, K. L. (2017). Phonetic transcription training improves adults’ explicit phonemic awareness: Evidence from undergraduate students. Communication Disorders Quarterly 39(1) 281–287.
  • Wenden, A. (1992). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice-Hall.
  • Yarmohammadi, L. (2005). A contrastive phonological analysis of English and Persian. (3rd ed.). Shiraz: Shiraz University Press.
  • Yarmohammadi, L. 2000. A contrastive phonological analysis of English and Persian. Iran: Shiraz University Press.
  • Yarmohammadi, L. (1995). A contrastive phonological analysis of English and Persian: A course book in applied phonological studies. Shiraz: Shiraz University Press.
  • Yu, V. Y., & Andruski, J. E. (2010). A cross-language study of perception of lexical stress in English. Journal of Psycholinguist Research, 39(4), 323–344.
  • Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29.
  • Zorzi, M. (2010). The connectionist dual process (CDP) approach to modelling reading aloud. European Journal of Cognitive Psychology, 22(5), 836-860.
Yıl 2019, , 400 - 410, 01.07.2019
https://doi.org/10.17263/jlls.586079

Öz

Kaynakça

  • Arciuli, J., Monaghan, P. & Seva, N. (2010). Learning to assign lexical stress duringreading aloud: Corpus, behavioral, and computational investigations .Journal of Memory and Language, 63(2), 180–196.
  • Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd edition). USA: Addison Wesely Longman, Inc.
  • Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). NewYork: Pearson.
  • Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Chastain, K. (1976). Developing Second Language Skills: Theory to Practice. Chicago: Rand McNally Publishing Co.
  • Dalton, D.F. (1997). Some techniques for listening pronunciation. The Internet TESL Journal. 3(1). Available online at http://iteslj.org/.
  • Farhady, H., Jafarpoor, A., & Birjandi, P. (1994). Testing language skills: From theory to practice. Tehran: SAMT Publications.
  • Flege, J.E. (2002). Interactions between the Native and Second-language Phonetic Systems. In Burmeister, P., Piske, T. & Rohde, A. (Eds.), An Integrated View of Language Development: Papers in Honor of Henning Wode (pp. 217-244). Trier: Wissenschaftlicher Verlag.
  • Fullana, N. (2006). The Development of English (FL) Perception and Production Skills: Starting Age and Exposure Effects. In Muñoz, C. (Ed.), Age and the Rate of Foreign Language Learning (pp. 41-64). Clevedon: Multilingual Matters.
  • Ghorbani, M. R. (2011). The impact of phonetic instruction on Iranian students’ listening ability enhancement. Asian EFL Journal, 52, 24-34.
  • Ghorbani, M. R., Neissari, M. & Kargozari, H. R. (2016). The effect of explicit pronunciation instruction on undergraduate English as a foreign language learners' vowel perception. Language and Literacy, 18(1), 57-70.
  • Ghorbani, M. R. & Neissari, M. (2015). Washback effect of the Iranian concours on senior high school students' EFL learning activities. Iranian Journal of Language Testing, 5(1), 1-28.
  • Hartoyo (2008). Individual Differences in Computer-Assisted Language Learning. Semarang: Pelita Insani Semarang.
  • Heidari Shahreza, M. A. & Moinzadeh, A. (2012). Teaching Word Stress Patterns Of English Using A Musically-simulated Technique GEMA Online™ Journal of Language Studies, 12(2), 521-537.
  • Hayati, A. M. (2010). Notes on teaching English pronunciation to EFL learners: A case of Iranian high school students. English Language Teaching, 3(4), 121-126.
  • Hayati, A.M. (2008). Teaching English pronunciation to Iranian students: Problems and suggestions. Available online at http://www.esljournal.org/62926768.html
  • Hosseini, S. M. H. (2007). ELT in higher education in Iran and India – A critical view.Language in India, 7, 1-11.Retrieved October 9, 2008, from http://www. languageinindia.com /dec2007/eltinindiaandiran.pdf
  • Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9 (2), 130-150.
  • Kelly, G. (2000). How to teach pronunciation. Malaysia: Pearson Education Ltd.
  • Ladefoged, P. (2006). A course in phonetics (5th ed.). Forth Worth: Harcourt, Brace, Jovanovich.
  • Lenneberg, E. H. (1967). Biological foundations of language. New York: John Wiley & Sons, Inc.
  • Lord, G. (2005). (How) Can we teach Foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88(3), 557-567.
  • Murphy, J.M. (2004). Attending to word-stress while learning new vocabulary. English for Specific Purposes Journal, 24(3), 756–766.
  • Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
  • Okita, Y. (1999). Teaching Pronunciation. English Teaching Forum. 37(1), p.16. dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol37/no1/p16.htm.
  • Pourhosein Gilakjani, A. (2012). The significance of pronunciation teaching in English language teaching. English Language Teaching 5, 96-107.
  • Rafiee, A. (2001). Colloquial Persian: The complete course for beginners. London: Rutledge.
  • Snowling, M. J. & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23.
  • Swan, M., & Smith, B. (2001). Learner English: A teacher's guide to interference and other problems, (Vol. 1). United Kingdom: Cambridge University Press.
  • Razmjo, S. A. & Riazi, M. (2006). Is communicative language teaching practical in the expanding circle? A case study of teachers of Shiraz high schools and institutes. Journal of Language and Learning, 4 (2), 144-171.
  • Tominaga, Y. (2011). An analysis of English pronunciation of Japanese learners: From the viewpoint of EIL. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 45-57.
  • Wells, J.C. (1996). Why phonetic transcription is important. Journal of the Phonetic Society of Korea, 31(32), 239-242.
  • Werfel, K. L. (2017). Phonetic transcription training improves adults’ explicit phonemic awareness: Evidence from undergraduate students. Communication Disorders Quarterly 39(1) 281–287.
  • Wenden, A. (1992). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice-Hall.
  • Yarmohammadi, L. (2005). A contrastive phonological analysis of English and Persian. (3rd ed.). Shiraz: Shiraz University Press.
  • Yarmohammadi, L. 2000. A contrastive phonological analysis of English and Persian. Iran: Shiraz University Press.
  • Yarmohammadi, L. (1995). A contrastive phonological analysis of English and Persian: A course book in applied phonological studies. Shiraz: Shiraz University Press.
  • Yu, V. Y., & Andruski, J. E. (2010). A cross-language study of perception of lexical stress in English. Journal of Psycholinguist Research, 39(4), 323–344.
  • Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29.
  • Zorzi, M. (2010). The connectionist dual process (CDP) approach to modelling reading aloud. European Journal of Cognitive Psychology, 22(5), 836-860.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Mohammad Reza Ghorbani Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Ghorbani, M. R. (2019). The effect of phonetic transcription on Iranian EFL students’ word stress learning. Journal of Language and Linguistic Studies, 15(2), 400-410. https://doi.org/10.17263/jlls.586079
AMA Ghorbani MR. The effect of phonetic transcription on Iranian EFL students’ word stress learning. Journal of Language and Linguistic Studies. Temmuz 2019;15(2):400-410. doi:10.17263/jlls.586079
Chicago Ghorbani, Mohammad Reza. “The Effect of Phonetic Transcription on Iranian EFL students’ Word Stress Learning”. Journal of Language and Linguistic Studies 15, sy. 2 (Temmuz 2019): 400-410. https://doi.org/10.17263/jlls.586079.
EndNote Ghorbani MR (01 Temmuz 2019) The effect of phonetic transcription on Iranian EFL students’ word stress learning. Journal of Language and Linguistic Studies 15 2 400–410.
IEEE M. R. Ghorbani, “The effect of phonetic transcription on Iranian EFL students’ word stress learning”, Journal of Language and Linguistic Studies, c. 15, sy. 2, ss. 400–410, 2019, doi: 10.17263/jlls.586079.
ISNAD Ghorbani, Mohammad Reza. “The Effect of Phonetic Transcription on Iranian EFL students’ Word Stress Learning”. Journal of Language and Linguistic Studies 15/2 (Temmuz 2019), 400-410. https://doi.org/10.17263/jlls.586079.
JAMA Ghorbani MR. The effect of phonetic transcription on Iranian EFL students’ word stress learning. Journal of Language and Linguistic Studies. 2019;15:400–410.
MLA Ghorbani, Mohammad Reza. “The Effect of Phonetic Transcription on Iranian EFL students’ Word Stress Learning”. Journal of Language and Linguistic Studies, c. 15, sy. 2, 2019, ss. 400-1, doi:10.17263/jlls.586079.
Vancouver Ghorbani MR. The effect of phonetic transcription on Iranian EFL students’ word stress learning. Journal of Language and Linguistic Studies. 2019;15(2):400-1.