Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students

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Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #0 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #1 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #2 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #3 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #4 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #5 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #6 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #7 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #8 Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students #9

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2021840-19353500MYKOLAS ROMERIS UNIVERSITYFACULTY OF POLITICS AND MANAGEMENTLINA BUGELSKAJACOMMON ENGLISH PRONUNCIATION MISTAKES MADE BY LITHUANIAN AND RUSSIAN SPEAKING STUDENTSBachelor thesisSupervisorLect. Eglė SelevičienėVILNIUS, 20151752885-24508200MYKOLAS ROMERIS UNIVERSITYFACULTY OF POLITICS AND MANAGEMENTCOMMON ENGLISH PRONUNCIATION MISTAKES MADE BY LITHUANIAN AND RUSSIAN SPEAKING STUDENTSTranslation and editing bachelor thesisStudy programme VRbns2-1SupervisorLect. E.Selevičienė2015-...-...Reviewer2015-...-... Written byII group stud.L. Bugelskaja2015-...-...VILNIUS, 2015CONTENTIntroduction………………………………………………………………………………...…41.Common English Pronunciation Mistakes Made by Lithuanian and Russian Speaking Students1.2. Literature review..................................................................................................................61.3. What is pronunciation?........................................................................................................91.3.2. Classification of English sounds.....................................................................................101.3.3. Classification of Lithuanian sounds................................................................................121.3.4. Classification of Russian sounds.....................................................................................131.3.5. Comparison of phonetic phenomena in English, Lithuanian and Russian languages....131.4. Mistake and error identification........................................................................................202. Methodology and methods2.1. The method of observation................................................................................................222.2. Selection of the participants...............................................................................................242.2. Data collection process......................................................................................................242.3. Results...............................................................................................................................26Discussion.................................................................................................................................313. Recommendations……………………………………….............................…………......333.1. Practical tips from the author's personal experience..........................................................34Conclusions………………………………………………………………………………..…39References…………………………………………………………………………………....40Summary in Lithuanian …………………………………………………………….……...42INTRODUCTION The modern English language is one of the Germanic languages (West German group). ¨English is without a doubt the actual universal language. It is the world's second largest native language, the official language in 70 countries, and English-speaking countries are responsible for about 40% of the world's total GNP¨ (Carlos Carrion Torres, 2015). It has become the language of diplomacy, trade, communication, technology, business and development. Nowadays, students from various countries want to improve their professional skills, obtain international work experience and extend their knowledge of different cultures. To achieve this, they can apply for Erasmus, Erasmus Plus internships, practice in European Union institutions. Suleiman (1993) stated that ¨According to the participants in his study, learning English provides the individual an advantage as an active participant in today world, opening new horizons to a better future¨. Going abroad students can not only build their career but also extend their horizons. Abroad students represent their country, including language, culture and traditions. Even if they go abroad with good knowledge of English language, their speech can be coherent and organized, sometimes the first thing that future colleagues, employers and native English speakers hear is incoherent or disorganised speech. ¨In addition to phonological, lexical and spelling errors, learners also produce pronunciation, rhythm, intonation voice quality errors¨ (Messiha, 1985). The truth is that the majority of students make numerous speech errors and sometimes it is difficult to communicate and hold a conversation abroad. Thick accents make students´ speech less understandable. Pronunciation mistakes are common in particular cultures and native speakers can easily recognize which country the student comes from. As Alyssas Marren stated in 2011, by means of correct pronunciation and a proficiency in listening, speakers can express themselves in an eloquent way and forego the embarrassment of being misunderstood or misunderstanding others. In eastern European countries like Lithuania or Russia, pupils start to learn English from certain age, usually from the of 8. As a result, before starting their studies at universities and colleges, all students have studied English for 10 or more years. Due to that, all students should have the perfect knowledge of English grammar, phonetics etc. and most of them do. The point is that a lot of students, even with this perfect knowledge of English, make a lot of pronunciation mistakes unconsciously. And here is the problem of English articulation knowledge. It seems that these mistakes come from their native languages due to the fact that the sounds of the English language are different from the sounds of the Lithuanian and Russian languages. While studying English, the brain simply can not properly isolate the total flow of new, unaccustomed sounds. The problem of this bachelor thesis is Lithuanian and Russian speaking students English pronunciation mistakes have not been much compared and examined in detail.Thus the novelty of this thesis is that common English pronunciation mistakes made by Lithuanian and Russian speakers have not been compared and examined in detail. All researchers and linguists in their works mostly explore all non - native human speech, not only students. The object of this Bachelor thesis is common English pronunciation mistakes made by Lithuanian and Russian speaking students and their classification. The aim of this thesis is to determine and compare common English pronunciation mistakes made by Lithuanian and Russian speaking students. To achieve this aim three objectives were set:To discuss the concept of pronunciation mistakes and introduce their basic classifications. To find out Lithuanian and Russian students’ English pronunciation mistakes. To systematise and classify mistakes. The methodology of the research: Literature review; Observation method. Observation is a systematic data collection approach. Researchers use all of their senses to examine people in natural settings or naturally occurring situations (D. Silverman. 2001). The English pronunciation of students from Vilnius University, Vilnius College (University of Applied Sciences), Vilnius Gediminas Technical University and Mykolas Romeris

 

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Bachelor Thesis


Languages

English.


Categories

Linguistics and Language.


Country

United Arab Emirates.


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