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Arabic-L: Wed 28 Dec 2011
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-------------------------Directory------------------------------------
1) Subject: Sudanese learners of English
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1)
Date: </span></font><span class="Apple-style-span" style="font-size: 12px; font-family: Helvetica; ">28 Dec 2011</span><font class="Apple-style-span" face="Helvetica">
From: reposed from LINGUIST
Subject: Sudanese learners of English
<br></font></p><p align=""><font class="Apple-style-span" face="Helvetica">Title: Speech intelligibility problems of Sudanese learners of English,
An experimental approach
Series Title: LOT Dissertation Series
Publication Year: 2011
Publisher: Netherlands Graduate School of Linguistics / Landelijke - LOT
<a href="http://www.lotpublications.nl/">http://www.lotpublications.nl/</a>
Author: Ezzeldin M. Tajeldin Ali
Paperback: ISBN: 9789460930577 Pages: Price: ----
Abstract:
This is a study on the pronunciation and perception of English sounds and
words by university students of English in Sudan, whose native language is
Sudanese Arabic. The study aims to establish the intelligibility of Sudanese-
Arabic (SA) accented English for native English (British and American)
listeners and Dutch listeners who use English as a lingua franca. The
intelligibility of SA-accented English is compared with that of native English.
The study also investigates how well the SA students of English identify
English sounds and recognize English words in simple sentences spoken by
a native English speaker. The perception tests show that the intelligibility of
SA-accented English is predominantly compromised by incorrect
pronunciation of the English vowels. This finding was predicted from a
contrastive analysis of the Arabic and English sound inventories.The SA
students of English produced the vowels, consonants and consonant clusters
of English in controlled materials. Acoustic analyses were carried out in order
to establish the differences in pronunciation between SA-accented and native
British pronunciation. The comparison revealed substantial discrepancies
between the native and non-native varieties, which can be used to explain the
degraded intelligibility of SA-accented English.
Written questionnaires were administered in which both SA students of
English and their instructors were asked to identify strengths and
weaknesses in the students' production and perception of English sounds
and words, and to speculate on the underlying causes of the difficulties. The
results show that the SA students as well as their instructors have clear
intuitions on where the weaknesses are, and that these intuitions correspond
closely to the findings of the perception experiments and the acoustic
analyses.
This book is of relevance to (applied) linguists and language teachers in
general and to specialists on the teaching of English pronunciation and
listening skills to university students with an Arabic native language
background.
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