Teaching English Speech Sounds To English Students : Contrastive Analysis Aproach  

Oleh:

Budiasa, I. Gede

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 58-65.
Topik: contrastive analysis; target language; error; production; reception; speech sound.
Fulltext: hal 58.pdf (16.58MB)

Isi artikel

Teachers of Foreign Languages may wonder why they have to go through a Contrastive Analysis (CA) of the students first language and the target language. CA is essential for fourfold reasons. Firstly, it is realized that the most effective materials (for teaching an L2) are those based upon a scientific description of the language to be learnt, carefully compared with a parallel description of the native language of the learners (Fries in Lado, R.1945:13). Secondly, CA is device for predicting points of difficulty and some of the errors that learners will make. Thirdly, by contrasting the sound system of the target language and the first language, could the problem sounds be anticipated to be taught. Finally, English teachers ought to be aware of the nature of the learners’’ native language and the language to be learned either on phonological aspects or others. The mastery of the target language phonological aspect is particularly important for the teachers. This enables them to have appropriate pronunciation in terms of accuracy as a good model because the students will imitate or mimic it.For an empirical study, five out of seven individual sounds /v, T, D, Z, S/ which occur most frequently but absent in Balinese are investigated in detailed. The tests of individual five sounds in specific contexts, i.e. single sound, word-initial in all four boxes: (i) Sound Discrimination, (ii) Sound Identification (Reception); (iii) Repetition from the tape and (iv) Reading aloud (Production) are administered to twenty Balinese native speakers. The test results show that the phonological competence of Balinese native speakers on perceiving English difficult sounds is much better than producing them. Recommendation to anticipate more effective and efficient teaching of the problem sounds are made after the empirical study on account of teaching pronunciation in general and in particular two problematic English inter-dental fricative speech sounds /T, D/ and its adjacent counterpart speech sounds /t/ and /d/ as alveolar stops out of seven 'offending’ sounds’ as trouble spot by presenting a sample lesson plan as a frame of reference. These two speech sounds are picked up for the most problematic ones not only for the Balinese native speakers but also for the Indonesian speakers in general

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