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1.0 Introduction on Phonology and Phonetics
Phonology can be defined as the study of how sounds are organized and used in
natural languages. The phonological system of language includes:-
a. An inventory of sounds and their features
b. The rules which specify how sounds interact with each other.
Phonology is one of the several aspects of language. They are related to other
aspects such as phonetics, morphology, syntax and pragmatics.
There are differences between phonology and phonetics. They are shown
in the table below.
Phonetics Phonology
Is the basis for phonological analysis. Is the basis for further work in morphology,
syntax, discourse, and orthography
design.
Analyzes the production of all human Analyzes the sound patterns of a particular
speech sounds, regardless of language language by
determining which phonetic sounds
are significant, and
explaining how these sounds are
interpreted by the native speaker.
A pupils should be mastered the phonology and phonetic rules to avoid making
mispronunciations.
There is the sample’s text with its transcription from varies sources is attached.
Moreover, there is also a list of difficult word have been identified before the subject is
interviewed.
Sample’s text
The Legend of Mat Cincang and Mat Raya
Once upon a time, there lived two giants. They were called Mat Cincang and Mat Raya.
One day, Mat Raya had a grand feast. His daughter was getting married to Mat
Cincang's son. the wedding did not take place. Mat Raya became very angry. He threw
away the wedding ring and it fell on a cape. Today that place is called 'Tanjung Cincin'
or 'The Cape of the Ring'. He threw away all the food. The place where the pot of gravy
landed is called 'Kuah'. The place where the pot of hot water landed is called 'Hot
Springs' or 'Air Hangat'. The two giants turned into mountains of stones. The man who
tried to stop them from fighting changed into a hill. This hill now separates the two
mountains- Gunung Mat Cincang and Gunung Mat Raya.
Adapted from: Langkawi The Land of Legands by Peck Choo et. Al. (2004). English
Year Three TextBook. Bandar Baru Bangi:
Utusan Publication & Distributors Sdn. Bhd.
Transcription A (Internet – http://upodn.com/phun.asp)
ðə lɛdʒənd əv Mat Cincang ænd Mat Raya
wəns əpɑn ə tajm, ðɛr lajvd tu dʒajənts. ðe wər kɒld Mat
Cincang ænd Mat Raya. wən de, Mat Raya hæd ə grænd fist. hɪz
dɒtər wəz gɛtɪŋ mɛrid tu Mat Cincang’s sən. ðə wɛdɪŋ dɪd nɑt tek
ples. Mat Raya bɪkem vɛri æŋgri. hi θru əwe ðə wɛdɪŋ rɪŋ ænd ɪt fɛl
ɑn ə kep. təde ðæt ples ɪz kɒld |tanjung cincin| ɔr ðə kep əv ðə rɪŋ.
hi θru əwe ɒl ðə fud. ðə ples wɛr ðə pɑt əv grevi lændəd ɪz kɒld |
kuah|. ðə ples wɛr ðə pɑt əv hɑt wɒtər lændəd ɪz kɒld hɑt sprɪŋz ɔr |
air hangat|. ðə tu dʒajənts tərnd ɪntu mawntənz əv stonz. ðə mæn
hu trajd tu stɑp ðɛm frəm fajtɪŋ tʃendʒd ɪntu ə hɪl. ðɪs hɪl naw
sɛpərets ðə tu mawntənz- gunung mat cincang ænd gunung mat
raya.
Transcription B ( Oxford Advanced Learner Dictionary)
ðə ledʒənd əv Mat Cincang ənd Mat Raya
wʌns əpɑn ə taɪm, ðeə(r) lɪvd tu: dʒaɪənts. ðeɪ wɜ:r kɔ:ld Mat
Cincin ənd Mat Raya. wʌn deɪ, Mat Raya həd ə grænd fi:st. hɪz dɔ:tə(r)
wəz getɪŋ mærid tu: Mat Cincang's sʌn. wedɪŋ dɪd nɒt teɪk pleɪs. Mat
Raya bɪkeɪm veri æŋgri. hi θru: əweɪ ðə wedɪŋ rɪŋ ənd ɪt fel ɒn ə keɪp.
tədeɪ ðæt pleɪs ɪz kɔ:ld 'Tanjung Cincin' ɔ:(r) ðə 'keɪp əv ðə rɪŋ'. hi θru:
əweɪ ɔ:l ðə fu:d. ðə pleɪs weə(r) ðə pɒt əv greɪvi lændɪd ɪz kɔ:ld
'Kuah'. ðə pleɪs weə(r) ðə pɒt əv hɒt wɔ:tə(r) lændɪd ɪz kɔ:ld 'hɒt
sprɪŋz' ɔ:(r) 'Air Hangat'. ðə tu: dʒaɪənts tɜ:nd ɪntə tu: maʊntəns əv
stəʊns. ðə mæn hu: traɪd tu: stɒp ðəm frəm faɪtɪŋ tʃeɪndʒd ɪntə ə
hɪl. ðɪs hɪl naʊ seprəts ðə tu: maʊntəns- Gunung Mat Cincang ənd
Gunung Mat Raya.
List of difficult words found in the text.
No Word Transcription (A) Transcription (B)
1 Once wəns wʌns
2 Giants dʒajənts dʒaɪənts
3 Feast fist fi:st
4 Daughter dɒtər dɔ:tə(r)
5 Married mɛrid mærid
6 Wedding wɛdɪŋ wedɪŋ
7 Cape kep keɪp
8 Threw θru θru:
9 Gravy grevi greɪvi
10 Hot springs hɑt sprɪŋz hɒt sprɪŋz
11 Landed lændəd lændɪd
12 Mountains mawntənz maʊntəns
13 Separates sɛpərets seprəts
14 Pot pɑt pɒt
1.1 Subject’s Background
My subject’s name is Thesigan s/o Parthiben. Here is some information about my
subject. He is 10 years old whom is a pupil of Sekolah Jenis Kebangsaan Tamil,
Kampung Simi, Ipoh. He is a year four pupil. Thesigan’s father’s name is P.Parthiban
s/o Perumal whom is working as a contractor whereas his mother’s name is Ananthi d/o
Manicham whom is a housewife. They are staying at No. 50, Leboh Bercham Selatan
1/9, Taman Kinta Mas, 31400 Bercham, Ipoh, Perak with his two siblings. First is 18
years old sister and second is 15 years old brother. The language that they commonly
use in their house is their mother tongue that is Tamil.
His favorite subject is Mathematics. Even though, he loves mathematics but he
does not ignore other subjects like English, Tamil, Malay and so on. Therefore, he loves
to read books in order to improve his language. Moreover, he is able to read around 5 to
6 English books per week. According to him, he started to speak or learn English
language when he was six years old and until today he is in the process of learning
English.
1.2 Description of Stimulus Used
This interviewing process is started when the subject with his family came
to my house for Chinese New Year school holidays. For the first time I ask him to read
the text, he refused. He scares of doing any mistakes. Moreover, me myself as a trainee
teacher asking a small boy to read the text. In his thought, I am doing that to identify the
level and ability of him in reading. Then, I explain my task to his parents and they help
me in the way of asking Thesigan to cooperate. I give him ten minutes to read the text
for his own and after he gained self confident, then he started to read the sample’s text
aloud. His clear voice projection helped me to record his reading in the first attempt.
1.3 Data Collection Procedures
After the briefing on this task is given, I started to search for my subject. I have
interviewed many people from Sekolah Jenis Kebangsaan Tamil Maha Jothi, Sungai
Petani, Kedah. Unfortunately, I never took them as my subject because:-
a. Their voice projection is not clear enough
b. The surrounding is quit noisy which disturbed the interviewing process
c. The recording is not clear
As a alternative way, I make use the Chinese New Year break to get my subject.
With his parents permission and his siblings help; he committed to read the text aloud. I
choose a suitable place with less disturbance (noise) and my subject cooperate with me
in reading the text aloud and clear.
2.0 Data Analysis and Discussion of Findings
The mispronounced words by subject
The Legend of Mat Cincang and Mat Raya
Once upon a time, there lived two giants. They were called Mat Cincang and Mat
Raya. One day, Mat Raya had a grand feast. His daughter was getting married to Mat
Cincang's son. the wedding did not take place. Mat Raya became very angry. He threw
away the wedding ring and it fell on a cape. Today that place is called 'Tanjung Cincin'
or 'The Cape of the Ring'. He threw away all the food. The place where the pot of gravy
landed is called 'Kuah'. The place where the pot of hot water landed is called 'Hot
Springs' or 'Air Hangat'. The two giants turned into mountains of stones. The man who
tried to stop them from fighting changed into a hill. This hill now separates the two
mountains- Gunung Mat Cincang and Gunung Mat Raya.
Analysis of Mispronounced Words by Subject
No Mispronounced
words
Transcription A Transcription B Subject
pronunciation
1 Were wər wɜ:r weə
2 Grand grænd grænd grand
3 Feast fist fi:st fɪs
4 Daughter dɒtər dɔ:tə(r) daʊter
5 Angry æŋgri æŋgri hæŋgri
6 Cape kep keɪp kep
7 Gravy grevi greɪvi greviŋ
8 Giants dʒajənts dʒaɪənts dʒænts
9 Mountains mawntənz maʊntəns maʊntens
10 Separates sɛpərets seprəts speɪt
2.1 Analysis of Three Different Phonemes
No Mispronounced words Analysis of phonemes Type of phoneme
1 Angry hæŋgri Consonant
2 Daughter da ʊ ter Diphthong
3 Mountains maʊntens Vowel
2.2 Error Correction and Justification
No Mispronounced words Analysis of phonemes Actual phonemes
1 Angry hæŋgri æŋgri (without h)
2 Daughter da ʊ ter dɔ : tə(r)
3 Mountains maʊntens maʊntəns
Justification
Mispronounce is one of the common mistake which is done by young to old
peoples while speaking. These mistakes can be overcome by understanding phonology
and phonetic very deeply.
Thesigan, the subject of mine is able to read the given text fluently. Unfortunately
there are some mispronounced and seemed to have difficulties in pronouncing certain
words. The words like ‘gravy’ where is sound it as ‘graving’ and the word ‘them’ where
he sound it as ‘the’ are the mistakes take place when the reader is in rushing. May be
my subject is excited and nervous to the voice recording of him.
However, the mispronounced words as listed above are slightly differ. It is
because the mistakes are occurring in various types of phonemes like vowel, consonant
and also diphthong. The main cause of this problem is my subject’s first language as
well as his mother tongue is Tamil. Tamil also is the language that they commonly used
in their house as a communication tool. Whereas, his second language is Malay and
followed by English language. Therefore, the tendency of my subject in pronouncing
certain English words is slightly poor. It is because, the discrepancy between spelling
and sounds in English and Malay motivated the development of phonetic alphabets in
which one letter corresponds to one sound. Therefore, he tried to spell the word
alphabetically like in Malay pronunciation. For example: while pronouncing the word
‘daughter’ as da ʊ ter instead of dɔ : tə(r). It is because in Malay ‘dau’ sounds as
da ʊ . Same way is also goes to the word ‘mountains’ where he pronounced it as
maʊntens instead of maʊntəns.
On the other hand, as stated by Victoria Fromkin (2007), all English speech
sounds come from the movement of lung air through the vocal tract. The air moves
through the glottis, up the pharynx through the oral cavity and out the mouth or nose.
This is the path in producing a good pronunciation. But when the reader’s main intention
is in finishing the text, the path would not be completed and also they will stress
unnecessarily while pronouncing a word. Therefore, certain sound would not able to
voice as in pronouncing the word ‘separate’ and also certain words will stressed. It will
cause the meaning that the writer trying to convey will not able to reach. For example
the word ‘angry’, is pronounced as hæŋgri instead of pronouncing it as æŋgri.
Besides that, this mispronunciation is also happen because most of the pupils
are illiterate to the rules of phonemes. In other words, the pupils do not expose to the
phonetic rules like, introduced to the phonetic symbols, where does the consonants and
vowels phonemes are produced, where should we stressed in pronouncing a word and
so on. Therefore, my subject does not used to these terms and theory seems he is still
young. This made him to make this kind of mispronunciation. For example while
pronouncing the word ‘angry’, is pronounced as hæŋgri instead of pronouncing it as
æŋgri, the word ‘daughter’ as da ʊ ter instead of dɔ : tə(r) and also the word
‘mountains’ where he pronounced it as maʊntens instead of maʊntəns.
Besides that, my subject does not expose well to the usage of the dictionary. In
his opinion, dictionary is a book where we can find out new words with synonyms and
examples. He ignores the symbols besides the words in dictionary which is looks like
stranger to him. Therefore, he done the mistakes in pronouncing the word ‘mountain’,
‘daughter’ and many other words which is same in spelling but differ while pronouncing.
This situation turns complex, when the teacher of my subject is also pronouncing
certain words wrongly like ‘cape’. As we know that teachers are good guider for every
pupil. Therefore, they will follow the way the teachers pronounce certain words even
though it is wrong. So teacher must be well known and mastered the phonology and
phonetic in order to pronounce English words correctly.
It clearly shows that, these are the factors which lead my subject in
mispronounce certain English words.
3.0 Conclusion and Recommendations
It is so simple to overcome a problem after knowing the factors which is plays an
important role on it. Therefore, the subject should not rush to finish reading a text. Be
calm while reading, learn some important rules in phonemes and make use with the
dictionary.
At the same time, teachers also should play an important role in overcome this
pronunciation problem. Teacher must plan some interesting activities which will engage
the pupil and motivate them in pronouncing English words correctly.
As a basic activity, the teacher may select a simple text and read it aloud and ask
the pupils to follow him or her. This can be repeated twice. In order to evaluate the
activity, we can point a person to read the same text in the class.
3.1 Suggest an Activity to Overcome One Identified Problem
We can an activity with using cue cards. Cue cards are cards with small photos
or pictures stuck on it. It is also known as flashcards with images. The activity to
overcome these problems is depending to the cue cards that we have prepared.
The name of the activity is ‘Lucky You’. This is a pair work activity. As the
preparation for this activity, we need to prepare 30 cue cards for each pair of pupils. The
cue cards should belong to two semantic fields. In simple way, there should be 15
pictures from each. The cue cards are put into a non-transparent bag.
Now, let’s we have a look on how to conduct this activity in classroom. Each pupil
in the pair chooses one of the semantic fields. The first pupil (pupil A) puts his hand in
the bag and takes out a card. If it belongs to the semantic field that the pupil has
chosen, and he or she can pronounce the appropriate word in English, the pupil keeps
the card and continues to play. Let’s say, pupils A took a flashcard with showing a angry
face, when he or she able to pronounce it as æŋgri; he can continue play the game by
taking another card. However, if the word is not from the right group or the pupil does
not pronounce the word correctly, his or her partner has the next turn. Therefore if pupil
A unable to pronounce it as æŋgri but he pronounced it wrongly as hæŋgri. The
automatically goes to pupil B. The person who is the first to collect all the fifteen cards
for his or her semantic field is consider as winner.
Hopefully, this activity will lead the pupils in pronouncing words correctly and
clearly.
3.2 Conclusion
A problem is difficult to overcome when the reason of the problems are hide.
Once we are exposed to the factors or causes of the problem, we can easily overcome
it. Therefore, one should be patient and do not rush to finish reading a text. Be calm
while reading, learn some important rules in phonemes and make use with the
dictionary. Besides that, read a lot and if find difficulties in pronouncing an English
word, do not shy to consult with teacher and always treat dictionary as a friend.
Therefore, one will feel convenient in using it.
At the same time, teachers also should play an important role in overcome this
pronunciation problem. Teacher must master the phonology and phonetics. They also
should able to plan some interesting activities which will engage the pupil and motivate
them in pronouncing English words correctly.
Bibliography
1. Peck Choo et. Al. (2004). English Year Three TextBook. Bandar Baru Bangi:
Utusan Publication & Distributors Sdn. Bhd.
2. Fromkin,V.,Rodman,R., Hyams,N.(2007) An Introduction to Language. 8th ed.
United State of America: Thomson Higher Education
3. Ashby,M., Mclntosh,J., Turnbull,J.,Wehmeier,S.(2005) Oxford Advanced
Learner’s Dictionary. 7th ed. New York: Oxford University Press.
4. http://eltj.oxfordjournals.org viewed on 14.02.2010
5. http://upodn.com/phun.asp viewed on 16.02.2010
6. http://www.informaworld.com viewed on 24.02.2010
7. http://www.sil.org/linguistics.html viewed on 3.03.2010
8. http://iteslj.org/techniques.html viewed on 7.03.2010
INSTITUT PENDIDIKAN GURU
Kampus
SULTAN ABDUL HALIM
ELE 3103
English for Language Teacher
NAME : ESWARY D/O ARUMUGAM
I.C. NO. : 870611-10-5274
NOMBOR MATRIX : 05107
GROUP : PISMP P5E
NAME OF LECTURER : NORHAKIMAH KHAIESSA BINTI
AHMAD
SUBMISSION DATE : 18 MARCH 2010
Timeline
WEEK ACHIEVEMENT
7 – 13 Feb 2010 Collecting information on Phonology and Phonetics
14 – 20 Feb 2010 Collecting information on Phonology and Phonetics
Searching for the subject
21 -27 Feb 2010 Collecting information on why pupils mispronounce certain words
Interview the subject
28Feb – 6 March Collecting information on reasons for mispronunciation
Analysis subject’s mispronounced words
7 -13 March 2010 Writing report
14 – 17 March 2010 Editing and recheck the report
No Title Page No.
1 1.0 Introduction on Phonology and Phonetics
1.1 Subject’s Background
1.2 Description of Stimulus Used
1.3 Data Collection Procedures
2 2.0 Data Analysis and Discussion of Findings
2.1 Analysis of Three Different Phonemes
2.2 Error Correction and Justification
3 3.0 Conclusion and Recommendations
3.1 Suggest an Activity to Overcome One Identified
Problem
3.2 Conclusion
4 Bibliography
5 Appendixes
Questionnaire Form
1. Name: __________________________ Sex: Boy / Girl
Age : _____________
Name of school : __________________________________________
__________________________________________
Favorite subject: _____________________
How many English books do you read per week? ______________
2. Father’s Name: _______________________________
Father’s occupation : __________________________
3. Mother’s Name: _______________________________
Mother’s occupation: ___________________________
4. No. of siblings: _____________
5. House address: ________________________________________________
_______________________________________________
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