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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian EFL Journal
Amir Toghyani Khorasgani
Islamic Azad University
Education

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A SURVEY ON SEVERAL POTENTIALLY PROBLEMATIC AREAS OF PRONUNCIATION FOR IRANIAN EFL LEARNERS Amir Toghyani Khorasgani; Ali Toghyani Khorasgani; Narges Keshti Aray
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.626

Abstract

Almost all English language teachers get students to study grammar, vocabulary, etc., but some of these same teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Concentrating on sounds, making aware of where words should be stressed, where words made in mouth, give students information about spoken English and help them achieve the goal of improved comprehension and intelligibility. Pronunciation forms a natural link to other aspects of language use, such as listening, vocabulary, and grammar; ways of highlighting this interdependence in teaching need to be explored. The present paper looks at the problems which Iranian learners are deal with through learning English according to the differences between their segmental and suprasegmental patterns in phonology. Comparing the Persian vowel system with that of English reveals some significant differences in the following three areas: 1) the number of vowels, 2) tense/lax distinctions, and 3) the pure/glide. There are also noticeable differences in consonantal distributions between Persian and English such as their numbers, clusters, manner and place of articulation. The syllabus types of English and Persian are also cause a lot of problem in spoken language. The differences between word stress patterns in Persian and English also make problematic areas for Iranian students. In this paper, through detailed examination of Persian and English sound systems, some of the specific problems areas have been identified, especially in reference to some of the characteristic phonological differences between the two languages.Keywords: vowel, consonant, syllable type, stress pattern
Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method Amir Toghyani Khorasgani
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 2: June 2017
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.928 KB) | DOI: 10.11591/ijere.v6i2.7593

Abstract

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
Co-Authors Ali Toghyani Khorasgani Narges Keshti Aray