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Lista de candidatos sometidos a examen:
1) pronunciation (*)
(*) Términos presentes en el nuestro glosario de lingüÃstica
1) Candidate: pronunciation
Is in goldstandard
1
paper corpusSignosTxtLongLines313 - : 'Anglicisms' belonging to the vocabulary of a restricted group of people have less chance of being assimilated. Recently borrowed English terms in the field of technology, economics, and business are not yet orthographically adapted; their pronunciation is also similar to the one in the source language: 'broker', 'cash-flow', CD' (pronounced /si: di/), 'PR' (pronounced /pi: ar/ ) 'clearing', 'deadline', 'dealer', 'design', 'display', 'feedback', 'folder', 'forecast', 'franchiser', 'hardware', 'know-how', 'laptop', 'leadership', 'leasing', 'player', 'printe'r, 'replay', 'scanner', 'server', 'shuttle', 'software', 'target', 'template', 'tuner', 'Walkman', etc. Other reasons for the preservation of the original shape of a loanword may be some subjective factors mentioned by Stoichitoiu-Ichim (2006: 231) "the anglophile linguistic trend" and "speakers' better command of English". For many (mostly young) Romanians, the terminology of professions is more prestigious if English terms are used
2
paper corpusSignosTxtLongLines451 - : Correct pronunciation is a very important aspect of second language (L2) acquisition, indispensable not only for speech generation but also for adequate listening comprehension because the articulatory and auditory systems are interrelated: a learner is hardly able to recognize a sound s/he has never produced since it is absent in the first language or L1 (^[25]Levis, 2005 ). However, less accented speech generation and perfect listening comprehension are included in the requirements for some jobs, for instance, operators in call centers, so it is not a rare case that a learner may need more effective training in pronunciation (^[26]Hunter & Hachimi, 2012; ^[27]Lockwood, 2012).
3
paper corpusSignosTxtLongLines451 - : Traditional language courses teach pronunciation and auditory recognition of L2 phonemes commonly using four basic steps:(1 ) presentation/explanation, (2) imitation, (3) adjustment, and (4) recognition (^[28]Celce-Murcia, Brinton & Goodwin, 2010). First, the instructor describes what position the articulatory organs must take and how they must move in order to produce the target sound or sound combination; second, the learner listens to words with the target sound and repeats them; third, the teacher provides feedback and identifies, explains, and corrects errors with relevant exercises until production of the target sound is appropriate depending on the orientation of the course and the learner’s level; fourthly and finally, the learner listens to input and discriminates between a word with the target sound and a word without it.
4
paper corpusSignosTxtLongLines451 - : We paid special attention to the existing literature on the issues of teaching English pronunciation to Spanish speakers. Unfortunately, such resources are scarce. The fullest courses are ‘English Phonetics and Phonology for Spanish Speakers’ by ^[60]Mott (2005) and ‘A Course in English Phonetics for Spanish Speakers’ by ^[61]Finch and Ortiz Lira (1982), but they teach British English to Castilian Spanish speakers. Such books like ‘Teaching English Sounds to Spanish Speakers' by ^[62]Schneider (1971), ‘English Pronunciation for Spanish Speakers: Vowels’ by ^[63]Dale (1985), ‘English Pronunciation for Spanish Speakers: Consonants’ by ^[64]Dale and Poms (1986 ) teach American English, but are limited to some aspects of pronunciation and do not consider Mexican Spanish peculiarities.
5
paper corpusSignosTxtLongLines451 - : Basically, all phoneme errors can be classified into three types which we present in the following three subsections, respectively, (1) substitution of an AE phoneme by an MS phoneme, (2) insertion of an MS phoneme in an AE word, and (3) deletion of an AE phoneme. There are two main reasons which explain why pronunciation errors are made: the first reason is phonetic, that is, a given AE sound does not exist in MS or if it exists, it differs in some way ; the second reason is orthographic, when the MS reading rules are applied to AE words. For example, ‘haste’ may be read as ENT[eɪstENT] instead of ENT[heɪstENT] because the letter h is not pronounced in all contexts in Spanish. However, knowing that the English h must be pronounced, an MS learner may read it as voiceless velar /x/ instead of AE voiceless glottal /h/ since /x/ is the MS consonant most similar to the AE /h/.
Evaluando al candidato pronunciation:
4) speakers: 6 (*)
5) learner: 6 (*)
6) target: 5
7) pronounced: 4
8) phoneme: 4 (*)
12) errors: 3 (*)
13) teach: 3
14) ˜english: 3
pronunciation
Lengua: eng
Frec: 65
Docs: 11
Nombre propio: / 65 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.870 = (4 + (1+5.12928301694497) / (1+6.04439411935845)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| pronunciation |
: Avery, P. & Ehrlich, S. (1992). Teaching American English pronunciation. England: Oxford University Press. : Celce-Murcia, M., Brinton, D. & Goodwin, J. (2010).Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge University Press. : Cutler, A., (2015). Lexical stress in English pronunciation. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 106-124). John Wiley & Sons. : Dale, P. & Poms, L. (1986). English pronunciation for Spanish speakers: Consonants. N.J.: Prentice Hall Regents. : Hismanoglu, M. & Hismanoglu, S. (2011). Internet-based pronunciation teaching: An innovative route toward rehabilitating Turkish EFL learners’ articulation problems. European Journal of Educational Studies, 3(1). : Ito, A., Lim, Y., Suzuki, M. & Makino, S. (2005). Pronunciation error detection method based on error rule clustering using a decision tree. In Proceedings of Interspeech, 173-176. : Lappin-Fortin, K. & Rye, B. J. (2014). The use of pre-/post-test and self assessment tools in a French pronunciation course. Foreign Language Annals, 47, 300-320. : Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching.Tesol Quarterly,39(3), 369-377. : Mohammadi Darabad, A. (2014). Corrective feedback interventions and EFL learners’ pronunciation: A case of -s or -es ending words. International Journal of Learning & Development, 4(1), 40-58. : Romanelli, S., Menegotto, A. C. & Smyth, R. (2015). Stress perception: Effects of training and a study abroad program for L1 English late learners of Spanish. Journal of Second Language Pronunciation, 1(2), 181-210. : Strik, H., Truong, K., de Wet, F. & Cucchiarini, C. (2009). Comparing different approaches for automatic pronunciation error detection. Speech Communication, 51(10), 845-852. : Truong, K., Neri, A., Cucchiarini, C. & Strik, H. (2004). Automatic pronunciation error detection: An acoustic-phonetic approach. In Proceedings of InSTIL/ICALL Symposium, 135-138. : Yoon, S., Hasegawa-Johnson, M. & Sproat, R. (2010). Landmark-based automated pronunciation error detection.Interspeech, 614-617. : Zhao, T., Hoshino, A., Suzuki, M., Minematsu, N. & Hirose, K. (2012). Automatic Chinese pronunciation error detection using SVM trained with structural features. InProceedings of Spoken Language Technology Workshop (SLT), IEEE, 473-478. |