Investigation of Reducing Phonological Errors of EFL Learners Relying on Listening Comprehension
The Distinguishing English syllables and Persian syllables and many pronunciation errors in this area has always been evident among teachers. Based on the theory of generative phonology, in order to obtain more accurate findings in this regard, two groups of language learners were analyzed, each of which consisted of 30 participants. The first group was trained with the general education approach and the second group was trained with the education approach through emphasis on speaking and listening. During 18 sessions, the participants in the first group twice watched movies in original language, and the training in the second group was through a greater emphasis on speaking and listening every two sessions. In addition, simple sentences were selected from Top Notch Fundamentals A / B book and both groups were asked to read the sentences to record their voices. When the recorded sound of both groups was analyzed, a significant difference was observed in the pronunciation of the second group. In the next step, the researcher compared these data with 10 language learners who were learning the language at an advanced level and were in the first group. Although the level of the second group was lower than that of 10 learners, they made fewer errors. The research results suggest that by using the educational method based on short films of the original language and more emphasis on the speaking comprehension of language learners, their phonological errors are significantly reduced.
Author: Razieh KashefiKhishan
Published in: London International Conference on Education (LICE-2021)
- Date of Conference: 22-24 November 2021
- DOI: 10.20533/LICE.2021.0032
- ISBN: 978-1-913572-42-6
- Conference Location: Virtual (London, UK)