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AHMED DRAIA UNIVERSITY-ADRAR
FACULTY OF LETTERS AND LANGUAGES
DEPARTMENT OF ENGLISH AND LANGUAGE
A Dissertation Submitted in Partial Fulfillment of the Requirement forA Masters Degree in Linguistics and Didactics
Presented by: Supervised by:Zahia Figuigui Mr. Lehcene BENYAGOUB
Board of Examiners
President Dr. Tahar ABBO
Examiner Mr. Ismail DJELLOULI
Supervisor Mr. Lehcene BENYAGOUB
Academic year: 2019-2020
English Pronunciation and Spelling: Problems and
Difficulties
Case study: Adrar University Students
IDedication
I would like to dedicate this work to my mother, the source of happiness and success in my life, may Allah bless her. To my beloved brothers, sisters and friends for their support. IIAcknowledgments
I would like to thank Allah for his Mercy and help to have made me reach this level so far. All my thanks go to my supervisor Mr. Benyagoub Lehcene. I would also like to thank all my teachers at the department of English. At Ahmed DeraiaUniversity.
I would not forget to thank my friends.
I also thank everyone who helped me even by a piece of advice. IIIAbstract
Teaching English pronunciation and spelling are not an easy task, because both are important parts in any language. Students of English at Ahmed Deraia still encounter errors consciously or unconsciously. Learners are not able to pronounce or spell words in the correct way so, taking care of these mistakes is very important. However, Arab students are adversely affected with English spelling and pronunciation more than other foreign countries. The researcher focuses on those two interesting skills in English as they are one of the complex one. This study attempts to highlight the major problem that our students face in spelling as well as in pronouncing English words. Different instruments are used in this study as observation and questionnaire (teachers and learners). The aim ofKey words:
Mispronounced, students, teachers, language, motivation, spelling errors IVRésumé
r les deux sont encore visages erreurs consciemment et inconsciemment. Ils ne sont pas capables à prononcer ou écrire les mots correctement. Alors il est très importa de définir le plus grand problème qui confronMots clés : Englais mots, prononciation, écriture, erreurs, les étudiants arabes, éducation.
VList of acronyms
EFL: English Foreign Language.
L1: First Language.
L2: Second Language.
Q: Question.
%: Percentage. VIList of Tables
Table 1: Difference between British English Spelling and American English Spelling(words ending in our /or)...............................................................................................8
Table 2: Difference between British English Spelling and American English Spelling(words ending in re and er)............................................................................................8
Table 3: Prefixes and suffixes..........................................................................................15
Table 4.............................................31 Table 5ing English language...................................................32 Table 6: Stud...........................................33Table 7: Students English Spelling preference.................................................................34
Table 8 English level.................................................35Table 9: Students problems in learning English spelling..................................................36
Table 10....................................37
Table 11: Types of activities used in English spelling.......................................................38
Table 12: The reasons behind students errors.........................................................39
Table 13: English spelling according to the students.........................................................40
Table 14: Students participation in English spelling..........................................................41
Table 15: Students feeling when spelling words in class...................................................42
Table 16: Students participation during class lessons.........................................................43
Table 17: The ways used in developing spelling................................................................44
Table 18: Teacher academic level.......................................................................................45
Table 19: Experience of teaching........................................................................................46
Table 20..................................................48Table 21: Activities that enhances students in spelling skill..............................................49
Table 22: Students interactions in spelling activities..........................................................50
VIITable 23: Students motivation about writing......................................................................52
Table 24: Students less participation...................................................................................54
Table 25: English spelling activities...................................................................................55
VIIIList of figures
Figure 1: gender.................................................................................................23
Figure 2......................................24
Figure 3g English).........................................................25Figure 4: Students English Spelling preference..................................................................26
Figure 5..................................................27Figure 6: Students problems in learning English spelling..................................................28
Figure 7g..........................................................29Figure 8: Types of activities used in English spelling........................................................30
Figure 9: The reasons make students commit errors...........................................................31
Figure 10: Definition of spelling according to the students................................................32
Figure 11: Students participation in English spelling.........................................................33
Figure 12: Students feeling when spelling words in class..................................................34
Figure 13: Students participation during class lessons.......................................................35
Figure 14: The ways used in developing spelling...............................................................36
Figure 15: Teacher academic level.....................................................................................37
Figure 16: Experience of teaching......................................................................................38
Figure 17...................................40
Figure 18: Activities that enhances students in spelling skill.............................................41
Figure 19: Students interactions in spelling activities........................................................42
Figure 20: Students motivation about writing....................................................................44
Figure 21: Students less participation in class....................................................................45
Figure 22: the motivation of English spelling activities.....................................................46
IXList of contents
Dedication ....................................................................................................................I
pages. ..............................................................................................................................II
List of Abbreviations........................................................................................................V
General Introduction.........................................................................................................X
1- Statement of the problem..............................................................................................XI
2- Research problem..........................................................................................................XII
3-Hypotheses of the study.................................................................................................XIII
4- Aims of the study..........................................................................................................XIV
5- Structure of the study.....................................................................................................xv
6-Significance of the study.................................................................................................xvi
Chapter one: English pronunciation and spelling1.1 Introduction..................................................................................................................5
Part one: English Pronunciation......................................................................................5
1.2. Definition of English Pronunciation.............................................................................5
1.3. English Pronunciation Vowels and Consonants...........................................................6
1.4. Pronunciation Differences between British and American English..............................7
1.5. Pronunciation Problems and Difficulties.......................................................................9
1.6.Pronunciation Errors committed by EFL Learners.......................................................13
Part two: English Spelling.................................................................................................15
X1.7. Definition of English Spelling.................................................................................15
1.8. Spelling Rules..........................................................................................................15
1.8.1. Suffixes and Prefixes...........................................................................................15
1.8.2. Doubling Consonants...........................................................................................16
1.8.3. Silent Letters........................................................................................................16
1.8.4. Words Endings.....................................................................................................17
1.9. Difference between Spelling Errors and Spelling Mistakes.....................................17
1.10. Homophones, Homonyms and Homographs..........................................................18
1.11. Conclusion..............................................................................................................20
Chapter two: case study2.1. Introductionquotesdbs_dbs48.pdfusesText_48
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