COMMON PRONUNCIATION ERROR
SCIENTIFIC
PAPER
Subject
: Pronunciation Practice
Composed
by (Group)
Name :Nur Hijjatil Janah (1788203002)
Rinawati P (1788203009)
Melisa
Indrianie E. (1788203008)
Mahrita
Muliani (1788203001)
Siti
Nur Halidah (17882030
Program : English Education Study
Program
Department : Language Education Department
(Muhammadiyah
Sampit Collage of Trainning Education)
MAJELIS PENDIDIKAN
TINGGI PENELITIAN DAN PENGEMBANGAN
PIMPINAN PUSAT
MUHAMMADIYAH
SEKOLAH TINGGI KEGURUAN
DAN ILMU PENDIDIKAN
(STKIP) MUHAMMADIYAH
SAMPIT
2017
Chapter
1
A. Formulation
of the problem
1. What is common pronounciation error ?
2. How the pronounciation error in english
vowel ?
3. How the pronounciation error in english
consonant ?
4. How the pronounciation error in stress
and rythm ?
B. The purpose of the study
1. To know what is common pronounciation
error.
2. To know how pronounciation error in
english vowel.
3. To know how pronounciation error in
english consonant..
4. To know how pronounciation error in
stress and rythm.
Chapter 2
Discussion
1.
Common pronunciations error in English
We all have a
mother tongue which functions as a filter for what sounds we are able to
distinguish. When you learn a foreign language, you have to understand that it uses
a different set of sounds and different orthographic rules than your mother
tongue (i.e. the same letter written in a different language may be pronounced
differently). What learners often do is that they try to approximate the sounds
by the ones they are already familiar with and read words as if they were
written in their native languages.
2. Pronounciation error in english
vowel.
Anybody
who has attended a pronunciation class will know what a ‘schwa’ is: the most
common weak vowel of English. There are, in fact, four equally weak vowels in
English and they form a very important part of accurate speech. In this
paragraph for example, out of 77 vowel sounds, 40 are weak.
That
means that over half the vowels we pronounce in English should be unstressed
and selected from just 4 vowel sounds! Another way of looking at that is if you
do not use weak vowels in your speech, you are mispronouncing at least half of
your vowel sounds – proof that this is one of the most important aspects of
learning English pronunciation.
a.
In order of frequency the four weak vowels are: ə ɪ
i u
b.
Where do they occur?
All
of the weak vowels appear on weak syllables of long words and when function
words are weak, examples are below:
c. Sound /
Function Word / Content Word
ə /
to / about
ɪ /
in / English
i /
me / lovely
u /
you / particular
d.
How are they pronounced?
Importantly,
all of these vowels are mid to close jaw position, shown on the vowel grid on
the right. It should also be noted that each of these vowel positions appear in
strong vowels (i: / ɪ / ɜ: / u:) so to produce a weak vowel, we are not using
any additional areas of the mouth.
e.
What are common mistakes?
The most frequent error by learners of English is in placing and
correctly producing the schwa (ə) vowel sound as it is by far the most frequent
and unusual of the vowels. Then the difference between /ɪ/ and /i/ tends to
cause a lot of problems – it is exactly the same pronunciation issue as with
the famous ‘ship’ vs ‘sheep’ vowel pair. The key for learners is to produce two
completely unique positions of the mouth. /u/ is rare and does not tend to
cause many problems, it is only really found frequently in the function word
‘you’.
f.
Weak Vowel Exercise
Find
all the weak vowels in the following sentences (you can listen to them below):
a) Is it
going to rain in the morning? ɪ ɪ ə ɪ ə
b) Are you having a party this weekend?
c) When would it be a good time to visit?
d) Have there been any signs of a repeat?
e) Did you invite them to your wedding?
f) I’m thinking of some time off.
g) We should have been at home by now.
h) It was such a good film.
i)
War and Peace will be read in
the thirtieth century.
j)
He would like fish and chips
if it’s on the menu.
3. Pronounciation
error in English
consonant
a.
Pronouncing the “th”
The “th” is
one of the hardest consonant sounds to pronounce. It can be pronounced in
three different ways: as a “d” (/ð/) as
in this, that, these, those, they or them;
as the voiceless /θ/ in three, thing, thought; or as a /t/ as
in Thai or Thames. The pronunciation of the /θ/ is especially
difficult for some - students often say tree instead of three.
b.
How to fix it: Go over the difference between the three types
of pronunciation. Don’t forget to mention that the third one is the least
common. As for the difficulty in pronouncing the /θ/, show students how to
place their tongues between their teeth and force air out to make the right
sound.
c.
Confusing the “w” and the “v”
This
is a typical pronunciation problem in some European nations. Some students have
a hard time pronouncing the “w” sound. Water is
pronounced as vater; west is pronounced as vest, and so on.
How
to fix it: If you have students who have a hard time pronouncing the “w”
show them how to round their mouths into an “o” and then unround them to
produce the right sound.
d.
Pronouncing Silent Consonants
This
is one of the problems I have personally encountered the most with native
Spanish speakers. They sometimes tend to pronounce consonants that
are silent, like the “d”
in Wednesday or the “g” in foreign.
How
to fix it: In my experience, fixing this problem is as easy as writing
down the word on the board and crossing the silent letter out. It is very
important for you to not only verbally correct the pronunciation and have them
repeat, but also write it down. As many times as you have to.
4. Pronunciation error in
stress and rythm.
a.
Stress on the Wrong Syllable
The
student says hó-tel instead of ho-tél. This type of mistake
may lead to misunderstandings, and the speaker’s meaning or intention may not
be at all clear. An added complication is that there are plenty of words that
have a different meaning when they are stressed differently. This is case
of ré-beland re-bél. Or désert and dessért. Finally,
if there are too many mistakes with word stress, the listener may become
impatient or confused, and this is not good for communication.
b.
Stress on the Wrong Word
Just
like placing the stress on the wrong syllable within a word,
placing stress on the wrong word in a sentence may lead to confusion
or the speaker’s inability to convey exactly what he/she means. Let’s see
an example.
A
sentence like, “John got a new job” can be stressed in different ways (stress
can be placed on John, new or job), all of which convey
different meanings. If you ask students, “Who got a new job?” they should
respond placing the stress on John. But if you ask them, “What did
John get?” they should place the stress on job.
c.
Most Common Mistakes: Intonation
This
is the intonation mistake I encounter most often. Yes/No questions typically
have a rising pitch towards the end, and lots of students end their sentences
flat so they don’t sound like questions at all: Do you like chocolate. They
sound like statements. Students often have more trouble imitating the rising
than the falling intonation.
d.
Use the wrong pitch
Students often don’t use the right pitch to convey feelings. A
single word like really can express completely different feelings:
“Really” said with a falling intonation expresses disbelief, while “Really?”
with a rising pitch expresses surprise.
Bibliography
http://usefulenglish.ru/phonetics/english-consonant-sounds
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