Common phonetic mistakes
UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y
TECNOLOGÍAS.
ESCUELA DE IDIOMAS
PROJECT
Frequent teachers’
and students’ mistakes when speaking English in some high schools from the city
of Riobamba.
Researchers:
Palacios Maria
Lechon Marjory
García Gabriela
Merino Yessenia
Vilema Nancy
Cabezas Kerly
Course:
3rd
Semester of languages
UNIVERSIDAD NACIONAL DE
CHIMBORAZO
FACULTAD DE CIENCIAS DE LA
EDUCACIÓN HUMANAS Y TECNOLOGÍAS.
ESCUELA
DE IDIOMAS
Theme
Frequent teachers’ and
students’ mistakes when speaking English in some high schools from the city of
Riobamba.
“If you don't know how to
pronounce a word, say it loud!"
(William Strunk) ... Why compound
ignorance with inaudibility?”
― E.B. White, the Elements of
Style
DEDICATION
To God, to our parents, our dear teacher
César Narváez and teachers who shared their
experiences that enhanced our knowledge also contributed to our training and personality,
with their unconditional support and help in the most difficult situations.
GRATITUDE
We thank
to God, our parents and other relatives
We
thank to each one of the teachers who shared
their
experiences and lessons that enhanced our knowledge.
INTRODUCTION
or BACKGROUNDS.
Good communication
in English depends of proper pronunciation. Regional dialects can differ but
clear pronunciation is paramount to make your message understandable. Taking
the time to learn phonics can assist you in acquiring a near native accent if
English is not your first language. By listening and practicing the sounds of
English words you can gain mastery over proper pronunciation.
Proper
pronunciation means reproducing the sound of the word through speech in such a
way that any fluent speaker of the language would effortlessly know and
understand the message. Improper pronunciation causes a breakdown in
communication and requires more effort to understand.
The meaning between the words like
effect and affect are easily confused if the pronunciation is not clear. Good
pronunciation entails enunciating the words correctly. A phonics class can
teach you the proper point of articulation to correctly pronounce words. Volume
and pitch are other factors that contribute to pronunciation. Your message must
also be loud enough to be heard, and the tone of a message contributes to the
meaning as well.
General
objective:
· Identify
major errors that both, teachers and students have in English pronunciation in
some high schools from Riobamba and formulate strategies to eradicate these mistakes.
Specific
Objectives:
·
Recognize common errors that
students and teachers make when they speak English.
·
Categorize the types of
errors that we can comit speaking English.
·
Generate solutions or ways
to eradicate these problems.
HYPOTHESIS
·
The principal
obstacle that many teacher and
students have when they learn English, are not the vocabulary and grammar but
it is pronunciation because a good pronunciation can guarantee the
interaction between speakers, finding
the correct strategies for a good communication.
HYPOTHESIS UNIVARIATE SIMPLE
·
The principal
obstacle for many English teachers and students is the pronounciation.
HYPOTHESIS
MULTIVARIATE
· The principal
obstacle for many English teachers and students is the pronunciation for facts
like these :
o Speaking too fast and not reading
enough.
o English does have spelling rules,
, and spelling often helps in pronunciation.
o Do not focus in the accent when people are speaking.
TECHNICAL HYPOTHESIS
In fact the pronunciation is really
an obstacle for English teachers and students for this reason people must focus
in improve their pronunciation, formulating the necessary strategies to find
the solution.
RESEARCH HYPOTHESIS
·
Generally,
for English learners, the acquisition of a correct pronunciation is an
objective because it causes a good impression for natives of this language and
too is a self-satisfaction reason: this upgrade the confidence in English learners.
DESCRIPTIVE
CORRELATIONAL HYPOTHESIS
·
“A good pronunciation, A good communication”
·
“If you pronunciation is bad ,You maybe should feel
bad”
Chapter II: Theoretical background
1.
The
Importance of a good pronunciation for an English teacher and students.
Language
instruction requires teachers to impart the basics of communication within a
specific language. Though language instruction often includes a speaking
component, it does not emphasize the need for correct pronunciation while
speaking. Many educators and scholars agree that pronunciation should be a key
component of all language instruction, as it benefits both how well a speaker
is understood and how well they are received.
1.1
Understandability
The first and most obvious
reason for pronunciation's importance to language instruction rests in its
importance for speakers of that language. As the primary end-goal of language
instruction is the creation of competent communicators in a given language, the
ability of native speakers of that language to understand the verbal
communication of a language student necessitates specific instruction focusing
on pronunciation. Indeed, as indicated by HD Brown in "Principles of
Language Learning and Teaching," most people interact with and use
language in a spoken context.
1.2
Comprehension
The flip-side of understandability is
comprehension. Learning how to accurately pronounce non-native words and
sentences allows language students to better understand those words and
sentences when a native speaker utters them aloud. Consequently, just as pronunciation
is a vital component of being understood when speaking a language, so too is it
a vital component of understanding speakers of that language. C. Dalton and S.
Seidlhofer argue in "Pronunciation" that how we hear ourselves
pronouncing words often dictates the ways in which we come to hear others
pronouncing those same words.
1.3
Connection to Spelling and Writing
Pronunciation plays a key role in non-verbal communication as well. Many
language instructors and scholars, such as GV Gelvanovsky, author of
"Effective Pronunciation Teaching," maintain that phonetic spelling
--- that is, spelling and writing based on how words sound --- often represents
the first stage in language acquisition for both native and non-native
speakers. Consequently, for someone attempting to learn how to communicate in a
new language, pronunciation should be an essential component of their language
instruction.
1.4
Social Value
Gelvanovsky also emphasizes the social value
connected to pronunciation. Native speakers tend to treat non-native speakers
that pronounce words correctly with more respect. Many people consider speakers
with accents to be somehow less knowledgeable, even though their accent might
only indicate a relative newness to a certain language. This is true in most
cultures around the world. Consequently, learning how to properly pronounce
words and sentences allows language students to gain the respect of native
speakers of that language.
2. The Most
Often causes of mispronounced words in English.
The two most common causes of
these errors are speaking too fast and not reading enough. English does have
spelling rules, difficult though that may seem, and spelling often helps in
pronunciation.
CHAPTER III:
MISTAKES OF MILITARY HIGH SCHOOL
Mistakes in the pronunciation
of vowels sounds.
They
often stretch all vowel sounds out too much and confuse pairs of short and long
English vowel sounds like “ship” and “sheep” both in comprehension and
speaking. As the pairs above are all pronounced with
different mouth positions as well as different lengths, focusing on that can
help students distinguish between the minimal pairs above even if they don’t
fully get the hang of vowel length.
Relevant
pairs include:
- bit/beat:
- pull/pool
Consonants
Words
written with “b” and “v” are mostly pronounced identically, making this perhaps
the most common spelling mistake . The “ch” in
“cheese” may also be confused with the “sh” in “she’s”, as the latter sound
does not exist in Spanish. The difference is similar to that between “yacht”
and “jot” mentioned above, being between a smooth sound (sh) and a more
explosive one (ch), so the distinction can usefully be taught as a more general
point.
Word stress
Trying to make Latinate words
in English match Spanish pronunciation is also true for word stress. There is
also a more general problem that Spanish, unlike English, has a pretty regular
system of word stress.
Sentence stress
Spanish is sometimes described
as a “syllable-timed” language, basically meaning that each syllable takes up
about the same amount of time. This means that the English idea of unstressed
syllables and weak forms being squashed in between stressed syllables doesn’t
really exist in Spanish. This can make it difficult for Spanish speakers to pick
out and point out the important words in a sentence.
Intonation
Spanish speakers, especially
males, can sound quite flat in English, and this can cause problems in formal
situations and other times when polite language is needed (especially as
Spanish speakers also have other problems with polite language such as over-use
of the verb “give”).
This mispronunciation has
been around for so long (over 1,000 years) that linguist Mark Aronoff thinks we
should cherish it as a part of our linguistic heritage. Most of us would give
the axe to "aks."
PRONOUNCING THE SCHWA
The schwa ([ə]) is a sound
that is typical in unstressed syllables, for instance in long words like
mem(o)ry, choc(o)late or shorter ones like th(e) or t(o). The usual mistake is
for students to pronounce the word syllable by syllable: me-mo-ry.
PRONOUNCING THE MAGIC “E”
Some students may have a hard
time noticing the difference between words like not and note or bit and bite.
They may be tempted to split them into syllables: no-te and bi-te.
AU
In English is pronounced as
/ɔː/ (as “aw” in “law”), not as /au/, as in many other languages; for example
“auto-” is pronounced /ɔːtə/, as in “autobiography” /ˌɔtəbaɪˈɒgrəfi/
(aw-tə-by-ogg-rə-fee) and “autopsy” /ˈɔːtɒpsi/ (aw-top-see).
PS
At the beginning of a word is
pronounced just as /s/, such as in “psychology” /saɪˈkɒlədʒi/
(saai-koll-ə-dzhee) or “pseudonym” /ˈsjuːdənɪm/ (syoo-də-nim) (UK), /ˈsuːdənɪm/
(soo-də-nim) (US).
EU
Unlike perhaps all other
languages, “eu” in English is pronounced as /jʊ/ (mostly UK) or /ʊ/ (mostly
US),and sometimes also long. Examples include “Euclid” /jʊˈklɪd/ (yu-klid),
“pneumatic” /njuːˈmætɪk/ (nyoo-mæ-tik), or “neuron” /ˈnjʊərɒn/ (nyu-ə-ron) (UK,
US correspondingly).
PN
At the beginning of a word is
pronounced as /n/, e.g. “pneumatic” (see above), “pneumonia” /njuːˈməʊniə/
(nyoo-moh-nee-ə) (UK), /nuːˈməʊniə/ (noo-moh-nee-ə) (US).
KN
At the beginning of a word is
pronounced as /n/, e.g. “know” /nəʊ/ (noh), knee /niː/ (nee), knife /naɪf/
(naayf).
X
At the beginning of a word is
pronounced as /z/, not as /ks/, for example “xenophobia” /ˌzɛnəˈfoʊbiə/
(zen-ə-foh-bee-ə) or “Xena” /ˈziːnə/ (zee-nə) a fictional character).
Also another, less common pronunciation
of “o”, namely /ʌ/. For example the word “come” is pronounced /kʌm/; the /ʌ/ is
the same sound as in “but” /bʌt/. Below are the most common ones; I believe
that if you are not a native speaker, some of them will surprise you. The bold
ones are very commonly pronounced wrong.
among /əˈmʌŋ/;
another /əˈnʌðə/ (UK), /əˈnʌðər/ (US);
brother /ˈbrʌðə/ (UK), /ˈbrʌðər/ (US);
colour /ˈkʌlə/ (UK), color /ˈkʌlər/
(US);
come /kʌm/;
comfortable /ˈkʌmfətəbl/;
company /ˈkʌmpəni/;
cover /ˈkʌvə/ (UK), /ˈkʌvər/ (US);
done /dʌn/;
dove (a bird) /dʌv/;
dozen /ˈdʌzən/;
front /frʌnt/;
CHAPTER IV:MISTAKES IN JUAN DE VELASCO HIGH SCHOLL
Voiced "Th"
they
|
/ðeɪ/
|
that
|
/ðæt/
|
these
|
/ðiːz/
|
those
|
/ðoʊz/
|
cloth
|
/klɑːθ/
|
their
|
/ðer/
|
teeth
|
/tiːθ/
|
·
The
"th" sound can be particularly difficult for English language
learners to master. It is heard in words such as "they,"
"that," "these" and "those." Many English language
learners will pronounce this sound as if it were the letter "d."
"They" therefore becomes "day;" "that" becomes
"dat;" "these" becomes "deeze;" and
"those" becomes "doze." This particular "th"
sound is also heard in the word "clothe." English language learners
may make the "th" sound heard in "cloth" instead. To solve
this problem, students should put their tongues between their teeth, force air
through the passage and use their vocal chords to produce the correct sound.
Short "I"
|
sit
|
/sɪt/
|
|
bit
|
/bɪt/
|
|
hit
|
/hɪt/
|
|
seat
|
/siːt/
|
|
meet
|
/miːt/
|
|
feet
|
/miːt/
|
·
Another common
pronunciation problem for English language learners is the short "i"
sound, heard in the words "sit," "bit" and "hit."
This sound often ends up sounding like a long "e" vowel as heard in
"seat," "beet," "meet" and "feet."
Students should relax their mouths and keep the sound short when they make the
short "i" sound.
"W"
|
west
|
/west/
|
|
wipe
|
/waɪp/
|
·
The
"w" sound in English can also be difficult for English language
learners to master. Sometimes, the "w" comes out sounding like the
letter "v." Instead of "west," students will say
"vest," or "vipe" instead of "wipe." Some English
language learners do not have as difficult a time with this sound as others.
Spanish speakers actually have a difficult time producing the sound
"v." To correct the "w" pronunciation problem, students
should begin the sound with their mouths in a tight "o" shape. Then,
they should unround their lips, and let the sound roll out smoothly.
"Note"
vs. "Not"
|
note
|
/noʊt/
|
|
dote
|
/dəʊt/
|
|
not
|
/nɒt/
|
|
dot
|
/dɒt/
|
·
·
·
·
The silent
"e" on the ends of words that change the vowel sounds in them can
also be confusing for English language learners. In particular, the long
"o" sound you hear in the word "note" or "dote"
might be pronounced as "not" or "dot," respectively, by an
English language learner. Students should concentrate on keeping their tongues
in the middle of their mouths and then round their lips tightly as they make
the sound.
Aggravate/Irritate
|
note
|
/noʊt/
|
|
dote
|
/dəʊt/
|
|
not
|
/nɒt/
|
|
dot
|
/dɒt/
|
·
·
·
Aggravate and
irritate are often used as synonyms. However, aggravate means "to make
worse," while irritate means "to annoy or exasperate." A person
cannot be aggravated, only irritated. Likewise, a condition or situation can be
aggravated, but not irritated.
Aren't I/Am I
Not
|
aren't
|
/ɑːnt/
|
·
The phrase
"aren't I" is an example of subject-verb disagreement.
"Aren't" is a contraction of "are" and "not."
When extended to its full form, it would be, "are I not." However,
"I" is a singular pronoun, while "are" is a plural form of
the verb "to be." The correct
phrase should be "am I not."
Dangling Prepositions
·
A preposition
is a part of speech that shows a relationship between two other parts. When
used correctly, it always comes between the two words it links. When one of the
words is missing or when the sentence is structured improperly so that the
preposition is at the end of the sentence, the preposition is said to be
dangling. "Do you want to come with?" and "Where is the ball
at?" are examples of sentences with dangling prepositions.
Drug/Dragged
|
drug
|
/drʌɡ/
|
|
dragged
|
/dræɡ
|
·
Drug is often
used as the past tense form of the verb drag. However, drug is not a verb, but
a noun. The past tense of drag is dragged. A sick man can take a drug, but only
after he has dragged himself to the medicine cabinet.
February
|
drug
|
/drʌɡ/
|
|
dragged
|
/dræɡ
|
·
Many English
words have silent letters, but February has none. Despite this, many people
drop the first "r" and pronounce the word "Febuary."
Although the word is easier to pronounce this way, it is incorrect.
For Free
|
drug
|
/drʌɡ/
|
|
dragged
|
/dræɡ
|
·
"For"
is a preposition. "Free" is an adjective. An adjective is never the
object of a preposition in standard English. A person cannot get a sweater for
free. He can only get it free or get it for nothing.
Forte
|
drug
|
/drʌɡ/
|
|
dragged
|
/dræɡ
|
·
This word is
often pronounced the same whether it is used to indicate that a musical piece
should be played loudly or that something is within a person's area of
expertise. When used in this latter sense, it is not pronounced
"for-TAY," as the musical notation is, but "fort."
Good/Well
|
Good
|
/ɡʊd/
|
|
Well
|
/wel/
|
·
The common
phrase "how are you?" is often answered by "I am good." However,
good is not an adverb and cannot describe a verb, including am. Good is an
adjective and describes a noun. A more grammatically correct response is
"I am well."
Lie/Lay
|
Lie
|
/laɪ/
|
|
Lay
|
/leɪ/
|
·
The difference
between these two words lies in their different grammatical functions. Lie is
an intransitive verb, which means that it is never followed by a direct object.
If a direct object is required, lay is used. A person cannot lay down, but he
can lay the book on the table before he lies down.
Who/Whom
·
Like lay and
lie, these two words are often confused because they communicate a similar
idea, but are used in different grammatical contexts. Who is a pronoun that
takes the place of a subject; whom takes the place of an object. Whom is the
appropriate replacement for a direct or indirect object or the object of a
preposition. Therefore, it is never "who did he ask?" or "whom
did it?" but "whom did he ask?" and "who did it?"
CHAPTER VI: CONCLUTIONS.
For someone attempting to learn how to communicate
in a new language, pronunciation should be an essential component of their
language instruction.
This investigation has been devoted to introduce what error
analysis is and what sort of relationship it has with language teaching, and
what contribution it provides for language teaching studies.
Studying the learner language in terms of the
errors is something that teachers and students
have always done for very practical reasons. Through the results of
tests and examinations, the errors that learners make are a major element in
the feedback system of the teaching-learning process. For this reason, it is
important that the teacher should be able to not only detect and describe the
errors from a linguistic view, but also understand the psychological reasons
for their occurrences. Therefore, the diagnoses and treatment of errors is one
of the fundamental skills of the teacher.
Correction of errors is as important as
identification and description of them. In fact, the last two are preliminary
for error treatment. The sources and the sorts of the errors are determiners
for the sort of feedback. In conclusion, the inevitable existence of errors has
led researchers to study on them and find out the natural steps for language
learning. Findings of error analysis function as facilitator in language teaching
in many ways only if the teacher is aware of them and able to make use of them
in the teaching process appropriately.
Finding some mistakes that Spanish teachers and
students comit when they are learning English we can identify the possible
solutions to eradicate this problem.
Taking the better strategies to improve our
pronuntiation,we can stablish a better social communication.
CHAPTER VII:RECOMMENDATIONS
·
Motivate to students and
teachers to improve their pronunciation.
·
Principals should send to these English teachers to seminaries
and courses to improve their pronounciation.
·
Teacher should practice
their pronounciation and better it ,they maybe can watch movies ,maybe listen
songs in English,etc.}
·
When you learn a new
word,try to pronounced it with the correct way.
·
Review your pronuntiation
and practice every day.
CHAPTER VIII:ANEXES
Bibliografía
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
(s.f.). Obtenido de
https://www.google.com.ec/#q=recomendations+for+english+pronuntiation
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