Error analysis: Mispronunciation of English consonant sounds /S/and/H/ preceding consonants and vowels by Afghan students
Yükleniyor...
Dosyalar
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma İngilizceyi ikinci yabancı dil olarak öğrenmekte olan Afgan öğrencilerin S vs H harflerini yanlış söyleyiş/telaffuz etmelerini araştırdı. İngilizceyi ikinci yabancı dil olarak öğrenen Afgan öğrencilerin, diğer sessiz harflerden sonra gelen S ve sesli harflerden sonra gelen H harflerini yanlış telaffuz ettikleri sonucuna vardık. Farsça ve İngilizce dillerindeki sesli ve sessiz harflerin arka planını detaylıca araştırdık ve ortak noktalarının olup olmadığını bilmek için her iki dili birbiriyle karşılaştırdık. Araştırmamız her iki dilin ünlü ve ünsüz harfler konusunda benzeyen ve ayrışan yönlere sahip olduğunu gösterdi. Araştırmacılar, Afgan öğrencilerin yanlış telaffuz ettikleri S ve H harflerinin yanlış kullanımın nedenini bulmak için bu harflerin kullanımını birbirleriyle karşılaştırdı. Sonuç olarak Afgan öğrenciler için haftada üç gün olmak üzere iki aylık bir telaffuz sınıfı oluşturduk. Çıkan sonuç Afgan öğrencilerin ses sisteminin ve hece yapısının farklı olduğunda diğer sessiz harflerden sonra gelen S harfinden önce schwa /e/ sesini koyduğunu açığa çıkardı. Afgan öğrencilerin sesli ünsüz harflerden sonra gelen S harfinin telaffuzundaki hataları sessiz ünsüz harflerden sonra gelen S harfinin telaffuzunda yaptıkları hatalardan daha fazla idi. Farsça ve İngilizce dillerinde S ve H harflerin telaffuzundaki tarz ve yer çeşitliliği Afgan öğrencilere doğru söyleyiş/telaffuz konusunda zorluklar yaratmıştır.
This study investigated the cause of misarticulation of English phonemes /s/ and /h/ by Afghan students learning English as a second/foreign language. We have found out that Afghan students having learned English as a foreign language misarticulated both the phoneme /s/ preceded by other consonants, and phoneme /h/ preceded by vowel sounds. We studied the background of Farsi/Dari and English languages consonant and vowel sounds in details and then compared whether these two languages have similarities and differences, or not. The review showed that these two languages had similarities and differences in consonant and vowel sounds. The researchers compared the usage of phonemes /s/ and /h/ to know the cause of misarticulation of these phonemes by Afghan students. As a result, we held up a pronunciation class for Afghan students for three days a week for two months, the findings revealed that when the syllable structure and sound system were different, Afghan students put a schwa /?/ sound in front of the phoneme /s/ preceded by other consonants. There was more misarticulation by Afghan students when the voiced consonants preceded the phoneme /s/ than voiceless consonants preceded it. The variation of place and manner of articulations of phonemes /s/ and /h/ in both languages created difficulties for Afghan students to articulate them accurately. The primary and secondary stresses on the syllables caused misarticulation of this phoneme followed by consonants, too. Afghan students? language sound system and syllable structure had their direct influence on second language pronunciation system and caused misarticulation. The findings also declared that when the phoneme /s/ preceded vowel sounds, Afghan students did not misarticulate this phoneme because the sound system and syllable structure of the phoneme /s/ were the same in both Farsi/Dari and English languages. That?s why they did not put a schwa /?/ in front of the phoneme /s/ preceded vowel sounds. The result of two months pronunciation class for Afghan students on phonemes /s/ and /h/ was positive and corrected their misarticulation of these two phonemes.
This study investigated the cause of misarticulation of English phonemes /s/ and /h/ by Afghan students learning English as a second/foreign language. We have found out that Afghan students having learned English as a foreign language misarticulated both the phoneme /s/ preceded by other consonants, and phoneme /h/ preceded by vowel sounds. We studied the background of Farsi/Dari and English languages consonant and vowel sounds in details and then compared whether these two languages have similarities and differences, or not. The review showed that these two languages had similarities and differences in consonant and vowel sounds. The researchers compared the usage of phonemes /s/ and /h/ to know the cause of misarticulation of these phonemes by Afghan students. As a result, we held up a pronunciation class for Afghan students for three days a week for two months, the findings revealed that when the syllable structure and sound system were different, Afghan students put a schwa /?/ sound in front of the phoneme /s/ preceded by other consonants. There was more misarticulation by Afghan students when the voiced consonants preceded the phoneme /s/ than voiceless consonants preceded it. The variation of place and manner of articulations of phonemes /s/ and /h/ in both languages created difficulties for Afghan students to articulate them accurately. The primary and secondary stresses on the syllables caused misarticulation of this phoneme followed by consonants, too. Afghan students? language sound system and syllable structure had their direct influence on second language pronunciation system and caused misarticulation. The findings also declared that when the phoneme /s/ preceded vowel sounds, Afghan students did not misarticulate this phoneme because the sound system and syllable structure of the phoneme /s/ were the same in both Farsi/Dari and English languages. That?s why they did not put a schwa /?/ in front of the phoneme /s/ preceded vowel sounds. The result of two months pronunciation class for Afghan students on phonemes /s/ and /h/ was positive and corrected their misarticulation of these two phonemes.
Açıklama
Anahtar Kelimeler
Afganlar, Afghans, Telaffuz, Pronunciation, Yabancı dil öğretimi, Foreign language teaching, İkinci dil öğrenimi, Second language learning, İngilizce, English
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Zaki, M. S. (2010). Error analysis: Mispronunciation of English consonant sounds /S/and/H/ preceding consonants and vowels by Afghan students. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
