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Duaa W. Al-Muhtaseb
21019055
Table of Contents:
1. Abstract.
(2)
2. Introduction...
(3)
3. Review of
Literature.....................................................
(5)
4. Methodology.......................
......(8)
5. Results.
(10)
6. Discussion, Conclusions, and
Recommendations...(16)
7. References...
(18)
8. Appendices..
(19)
Abstract
English phonetics and pronunciation are of minor status in English
language instruction at Hebron University. A survey was run to show
that English majors suffer from lack of the required courses for speaking
skills; therefore, they have problems in terms of pronunciation, word
stress, and sentence stress. This paper aimed at investigating these
problems and attempted to use a new technique for enhancing
pronunciation and speaking skills. A short movie and a song were shown
to senior English majors and pre-post pronunciation tests were carried
out to show that using visual and auditory aids in teaching spoken
English improved the participants' pronunciation 28% than teaching
pronunciation without such means.
Key Words: pronunciation, phonetics, speaking skills, movies, songs,
word stress, sentence stress
Research Questions
1. What is the status of pronunciation and phonetics in the English
language instruction at Hebron University?
2. What are the problems the English majors suffer from in pronunciation
and speaking skills?
3. To what extent do English TV shows, movies and songs have impact
on improving students' pronunciation and speaking skills?
Research Hypotheses
1. It is expected that the status of pronunciation and phonetics teaching
in the English Department at Hebron University is of minor importance.
2. English majors at Hebron University are expected to have problems in
pronunciation, word stress and sentence stress.
3. Using English TV shows, movies, and songs is expected to have
positive impact on the pronunciation and speaking skills of the senior
English majors at Hebron University.
Review of Literature
In a poll launched online two years ago ("Is pronunciation a
priority in your teaching?", 2010, 1), more than 950 subjects
responded, and the answers were the following:
Methodology
I. Participants
14 senior female English majors from a spring semester Phonetics
class at Hebron University were randomly chosen to respond to a survey.
Then seven out of the 14 students volunteered to watch a movie and a
song and be subjected to pronunciation pre-post tests. The seven
students were served lunch and snacks the day of the experiment.
also gathered about the extra activities and aids by which students
learn English pronunciation, in addition to the English accents they
prefer to use. Each subject answered the questions on her own
without intervention from the researcher or other subjects. The
survey took around 10 minutes for each subject to answer.
2. Experiment: An English short movie and a song were chosen to be
shown to seven English majors in the Technology Lab at the
Excellence Center for Teaching. The purpose was to make the
students focus on the pronunciation of the dialogues in the movie
and song. The show of both movie and song lasted around 20
minutes.
The short movie: an internationally awarded, Australian film titled
"Zero". The film was chosen for the experiment for several reasons. It
is entertaining, short in length (around 12 minutes), has one clear
and comprehensible voice\speaker with correct English
pronunciation, and at the same time is well-planned to convey
morale. 15 words were selected from the film for the pre-post tests.
The song: Maher Zain's well-know (five-minute) song "Open Your
Eyes" was also chosen for the experiment for several reasons. The
song is relaxing and motivating, its language is simple, clear and
comprehensible, and simultaneously the pronunciation is native-like
and correct. Above all, the message of the song is universal,
meaningful, and full of morale. 15 words were selected from the song
for the pre-post tests.
Results
1. Survey:
Answers to the survey questions were gathered as the following:
Question One: Do you find 'phonetics' an important aspect of English
language instruction as other aspects like grammar, writing, reading,
linguistics etc?
13 students out of 14 responded with "yes", confirming the
importance of pronunciation as an aspect of English language
instruction. For example, Anwaar (1), an English-French senior
responded, "Yes, I do because phonetics is very essential to be applied
in our spoken and communicative language." While Refqa answered,
"Yes, in order to be understood by others." Razaan also answered, "Yes,
listen to the English native accent and repeat what I listen to." While
Manar said, "I listen to English songs more than 10 hours a day, and I
have native-speaker friends to talk to." Rawan said, "I'd like to have a
native-speaker partner all the time to correct my pronunciation
mistakes." As for Refqa, she said that she watch and "listen to videos
on YouTube," while Razaan said that she "attends workshops and
interactive meetings" to improve her language.
Question Four: What kind of English TV shows do you watch? For what
purposes?
13 participants out of 14 confirmed that they watch English TV
shows. They said that they watch different genres of movies and series,
such as documentary, action, drama, and comedy; listen to English
songs; and watch news channels such as CNN, cooking programs,
religious shows, and medical shows such as The Doctors, for the sake of
entertainment, benefit, and enhancing the language vocabulary and
accent. For example, Anwaar (2) answered, "I watch Iqra' Channel
shows. There are English programs about our religion, so I watch them
to increase my knowledge about Islam and enhance my listening
abilities in English at the same time." Manar, on the other hand, watch
"CSI Miami, WWE ROW, and a lot of movies to gain more vocabulary and
reach the native speakers' level in pronunciation."
Question Five: Do you feel such TV shows play role in improving your
English pronunciation?
Answers for this question were divided into two parties; 8 out of
14 students answered with "Yes", while 6 out the 14 responded with
"No". Wafa', for example, argued that no other languages can affect
English language acquisition because "everything is separated."
However, for those who believe that other languages can affect English
acquisition, had different views. For example, Anwaar (1) suggested
that "Arabic and French have positive and negative impacts on my
acquisition to English. The positive points are the similarities, while the
negative points are due to the interference of both languages." Manar
also argued that other languages do affect English acquisition
"especially languages' differences in the vowel system."
Question Eight: Do you have any suggestions for improving English
pronunciation?
11 participants out of 14 provided various suggestions for
improving English pronunciation. For example, many of them suggested
that there should be more courses for teaching English phonetics and
pronunciation. It was also suggested that English teachers at Hebron
University should be more qualified with the native-like English
pronunciation. For example, Anwaar (2) recommended that "courses
and activities in pronunciation should be increased, and teachers also
should be more qualified." In addition, it was recommended to have an
intensive program for teaching pronunciation whether during the regular
classes or through summer schooling, and to bring English nativespeaker teachers to teach such subjects. For example, Hiba (1)
suggested "bringing native speakers of English to teach at our university
and increasing the number of required hours for pronunciation and oral
skills."
Question Nine: What do you think the most difficult part of phonetics:
pronunciation word stress, sentence stress, sentence intonation, or any
other difficulties?
According to the recorded answers, 5 students believe that word
stress is the most difficult part of phonetics. For example, Manar
argued, "Word stress may have some difficulty, but I think we can
overcome it after all." Other 5 subjects, on the other hand, said that
sentence stress is the most difficult part. For example, Anwaar (1)
responded, "Sentence stress is the most difficult part because I find
difficulty in pronouncing the exact stressed syllables and words." The
rest of the subjects (4 students), had different answers. Refqa argued
that "Stress in general" is difficult, while Majida suggested "Sentence
intonation" to be the most difficult. Anwaar (2) expressed that "All of
them" (i.e., word stress, sentence stress and intonation) are difficult.
Wafa', yet, had another opinion arguing that "transcription of words'
pronunciation is the hardest part of phonetics."
Post-Test (No. of
Percentage of
Occurrences) out of
Occurrences) out of
Improvement
seven
Correct
7
3
4
7
28,6%
14,3%
14,3%
14,3%
Seven
No. Word
Correct
1. equal
5
2. amongst
2
3. mediocrity 3
4. unremarkabl 6
Incorrect
2
5
4
1
Incorrect
0
4
3
0
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
e
battle
opportunitie
s
forbidden
zero
adult
numerical
negative
battered
unaware
wonderful
belonging
around
you
floating
orbits
harmony
ourselves
enough
the
close
veins
they
in front of
miracle
forever
just
6
1
1
6
6
3
1
4
0%
28,6%
0
6
5
2
4
4
5
5
3
4
3
3
6
2
6
3
4
4
2
2
5
3
5
3
7
1
2
5
3
3
2
2
4
3
4
4
1
5
1
4
3
3
5
5
2
4
2
4
4
7
6
5
7
7
5
6
7
6
5
7
7
7
7
4
7
4
4
6
6
4
6
6
3
0
1
2
0
0
2
1
0
1
2
0
0
0
1
3
0
3
3
1
1
3
1
1
57,1%
14,3%
14,3%
42,9%
42,9%
42,9%
0%
14,3%
57,1%
28,6%
28,6%
57,1%
14,3%
71,4%
14,3%
14,3%
42,9%
0%
28,6%
57,1%
14,3%
14,3%
14,3%
42,9%
Percentage of
1.
2.
3.
4.
5.
Improvement
71,4%
57,1%
42,9%
28,6%
14,3%
1 word (harmony)
4 words (forbidden, belonging, floating, and they)
5 words (numerical, negative, battered, the, and just)
5 words (equal, opportunities, around, you, and veins)
12 words (amongst, mediocrity, unremarkable, zero,
adult, wonderful, orbits, ourselves, enough, in front of
6.
0%
References
Awakening Records (Producers). (2009). Open your eyes [Audio podcast].
Retrieved from http://www.youtube.com/watch?
v=AY5LZopqyio&feature=autoplay&list=FLsdMkHEK_xNdiv982q_jieQ&pla
ynext=1.
Appendices
Survey
First Name (only):
Year:
Academic
Gender:
5. Do you feel such T.V shows play role in improving your English
pronunciation?
Pronunciation-Testing Format
Dear volunteer students, this paper aims at gathering data for a project
concerning pronunciation. Be assured that no full names will be mentioned in
the research experiment. You are required to respond to a preliminary
pronunciation test. Then you are going to watch and listen to an internationally
awarded short film titled "ZERO" and focus on the pronunciation of words used
in the film. Each of you, after that, will be asked to repeat certain words both
individually and in-context, taking into account word stress, sentence stress,
and intonation. Your answers will be recorded. The same thing will be done
after listening to a song by Maher Zain titled "Open Your Eyes". Your help will
be appreciated, so be relaxed when answering.
Note: The experiment may be repeated another time if needed.
Equal:
e.g. However, we're not all born equal.
2. Amongst:
e.g. affecting great change amongst their people.
3. Mediocrity:
e.g. others are born into mediocrity.
4. Battle:
e.g. life will be a constant battle offering zero opportunities.
5. Opportunities:
e.g. life will be a constant battle offering zero opportunities.
6. Forbidden:
e.g. It was forbidden for his denomination to multiply.
7. Zero:
e.g. a zero is a zero no matter which way you face.
8. Adult:
e.g. As Zero grew into an adult, he walked a lonely path.
9. Numerical:
e.g. Despite his numerical shortcomings, Zero felt he had something to
offer.
10. Negative:
e.g. he didn't want to be a negative number.
11. Battered:
e.g. It wasn't the first time Zero awoke with a battered and bruised
body
12. Unaware:
e.g. For the first time, Zero felt unaware of his lowly number.
14. Wonderful:
e.g. but the most wonderful sensation was the feeling of belonging.
15. Belonging:
e.g. but the most wonderful sensation was the feeling of belonging.
Around:
e.g. Look around yourself
2. You:
e.g. Can't you see this wonder?
3. Floating:
e.g. The clouds are floating by
4. Orbits:
e.g. Planets in their orbits
5. Harmony:
e.g. such perfect harmony.
6. Ourselves:
e.g. Let's start questioning ourselves
7. Enough:
e.g. isn't this proof enough for us?
8. The:
e.g. Take us in the best way
9. Close:
e.g. Keep us close to you until the end of time.
10. Veins:
e.g. running in your veins
11. They:
e.g. Are they really there?
12. In front of:
e.g. so why you deny what's in front of your eyes?
13. Miracle:
e.g. The biggest miracle of life!
14. Forever:
e.g. forever we thank you.
15. Just:
e.g. if we just look right to see the signs
Equal: \ikwl\
e.g. However, we're not all born equal.
\hev, w nt l bn ikwl\
2.
Amongst: \mst\
e.g. affecting great change amongst their people.
\fekt gret tend mst pipl\
3.
Mediocrity: \midikti\
e.g. others are born into mediocrity.
\rz r bn nt midikrti\
4.
Unremarkable: \n'mkbl\
e.g. living unremarkable lives.
\l'v n'mkbl 'lavz\
4.
Battle: \bt\
e.g. life will be a constant battle offering zero opportunities.
\laf wl bi knstnt bt f zi ptuntiz\
5.
Opportunities: \ptuntiz\
e.g. life will be a constant battle offering zero opportunities.
\laf wl bi knstnt btl f zir ptuntiz\
6.
Forbidden: \fbdn\
e.g. It was forbidden for his denomination to multiply.
\t wz fbdn f z dnmnen t mltpla\
7.
Zero: \zi\
e.g. a zero is a zero no matter which way you face.
\ zi z zi n mt wt we j fes\
8.
9.
Numerical: \nmerkl\
e.g. Despite his numerical shortcomings, Zero felt he had
something to offer.
\dspat z nmekl tkmz, zir felt i hd sm
t f\
Around: \nd\
e.g. Look around yourself
\lk nd jself\
2. You: \ju\
e.g. Can't you see this wonder?
\knt si s wnd\
3. Floating: \'flt\
e.g. The clouds are floating by
\ kldz fltm ba\
4. Orbits: \'bts\
e.g. Planets in their orbits
\plnts n r rbts\
5. Harmony: \hmni\
e.g. such perfect harmony.
\st pfkt hmni\
6. Ourselves: \selvz\
e.g. Let's start questioning ourselves
\lets stt kwestn 'selvz\
7. Enough: \nf\
e.g. isn't this proof enough for us?
\'znt s puf nf fr s\
8. The: \\
e.g. Protect us in the best way
\ptekt s n best we\
9. Close: \kls\
e.g. Keep us close to you until the end of time.
\kip s kls t ju ntl i end v tam\
10. Veins: \venz\
e.g. running in your veins
\n n j venz\
11. They: \e\
e.g. Are they really there?
\ e rili e\
12. In front of: \n fnt v\
e.g. so why you deny what's in front of your eyes?
\s wa j dna wts n fn v jr az\
13. Miracle: \mkl\
e.g. The biggest miracle of life!
\ 'bgst mkl v laf\
14. Forever: \fev\
e.g. forever we thank you.
\fev wi k ju\
15. Just: \dst\
e.g. if we just look right to see the signs
\f wi dst lk at t si sanz\
C = Correct, I = Incorrect
Pronunciation Pre-Test
"Zero" Short Movie
Name
Amina Hiba
r (1)
(1)
(2)
No. Word
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Pronunciati
on
equal
\ikwl\
amongst
\mst\
mediocrity \midikti\
unremarkabl \
e
n'mkb
l\
battle
\bt\
opportunitie \p
s
tuntiz\
forbidden
\fbdn\
zero
\zi\
adult
\dlt\ \
dld\
numerical
\nmerkl\
negative
\negtv\
battered
\btrd\
unaware
\n'wer\
wonderful
\wndfl\
belonging
\bl\
r (2)
C
I
C
C
I
I
C
C
C
C
I
I
C
I
C
C
I
I
I
C
C
I
I
C
C
C
I
C
C
I
C
I
C
I
I
I
C
I
C
I
C
C
I
C
C
I
C
I
I
C
C
I
I
C
I
C
C
I
C
I
I
C
C
I
I
I
I
C
I
I
C
C
C
C
I
C
C
C
I
I
I
I
I
I
C
C
C
I
C
C
C
I
C
C
I
I
C
C
I
I
C
C
C
C
C
around
you
floating
orbits
harmony
ourselves
enough
the
close
veins
they
in front of
miracle
forever
just
Pronunciati
on
\nd\
\\
\fltm\
\'bts\
\hmni\
\'selvz\
\nf\
\\
\kls\
\venz\
\e\
\n fn v\
\mkl\
\fev\
\dst\
C
I
I
C
I
C
C
I
C
I
I
C
C
I
I
I
I
C
C
C
C
I
C
C
I
I
C
I
C
I
C
C
I
C
I
C
C
I
I
I
I
C
I
C
C
I
I
I
I
I
C
I
C
I
I
I
C
I
C
I
I
C
C
C
I
C
C
C
I
C
C
I
I
C
C
Amina Hiba
h
(2)
C
I
I
C
C
I
I
I
C
I
C
I
C
I
I
C
C
C
C
I
C
I
C
C
C
I
C
C
C
C
Pronunciation Post-Test
"Zero" Short Movie
Name
No. Word
1.
2.
3.
4.
5.
6.
Pronunciati
on
equal
\ikwl\
amongst
\mst\
mediocrity \midikti\
unremarkabl \
n'mkb
e
l\
battle
\bt\
opportunitie \p
tuntiz\
s
Amina Hiba
h
(2)
7.
8.
9.
forbidden
zero
adult
10.
11.
12.
13.
14.
15.
numerical
negative
battered
unaware
wonderful
belonging
\fbdn\
\zi\
\dlt\ \
dld\
\nmerkl\
\negtv\
\btrd\
\n'wer\
\wndfl\
\bl\
C
C
C
C
C
C
C
C
C
C
C
C
C
I
C
C
C
I
I
C
C
I
I
C
C
C
I
C
C
I
C
C
C
I
I
I
C
I
C
C
C
C
I
C
C
I
C
C
C
C
C
I
C
C
C
C
C
C
C
I
C
C
C
I
C
C
I
C
C
I
C
C
I
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
I
C
C
C
C
C
C
C
C
C
C
C
C
C
around
you
floating
orbits
harmony
ourselves
enough
the
close
veins
they
in front of
miracle
Pronunciati
on
\nd\
\\
\fltm\
\'bts\
\hmni\
\'selvz\
\nf\
\\
\kls\
\venz\
\e\
\n fn v\
\mkl\
C
I
C
C
C
C
C
C
I
I
C
C
C
I
I
C
C
C
C
I
C
C
I
C
I
I
C
C
C
C
C
C
I
C
C
C
C
C
C
C
C
C
C
C
C
I
C
I
C
C
C
C
C
C
C
C
C
C
C
C
I
C
I
C
I
Amina Hiba
h
(2)
C
C
C
C
C
C
C
C
C
I
C
C
I
C
C
C
C
C
C
C
C
C
C
C
C
C
14. forever
15. just
\fev\
\dst\
I
C
C
C
C
C
C
C
C
I
C
C
C
C