The influence of Dayak mother tongue in speaking english at the third semester students of english education at IAIN Palangka Raya

Some students tend to use their first language and transfer their accent into their English. One of the most important skills to be enhanced as means of effective communication is speaking skill. Speaking skill is considered one of the most demanding aspects of language learning. Many language learners find it difficult to express themselves in spoken language. This study was aimed at investigating about the influence of Dayak mother tongue in speaking English, to describe what are the influence of Dayak mother tongue in speaking English and the students’ problems in pronouncing English words. This study was categorized as a qualitative and the type of this study was case study with qualitative approach. There are three instruments were used to collect the data, such as observation, interview, and documentation. The subjects of this study were Dayaknese students at the third semester of English study program at IAIN Palangka Raya who sometimes used Dayak Ngaju mother tongue to communicate. The researcher was choosing the subject based on purposive sampling criteria. The finding of this research showed that: (1) Dayak mother tongue has influences for students when speaking English. The first influence of mother tongue such as sound changes or error pronounciation in pronouncing English words because the different of phonology system between Dayak and English. Dayaknese students tend to use their mother tongue, the students have difficulty to pronounce the words that contain of diphthong and the words that contain of cluster. The second influence of mother tongue is incorrect intonation, because Dayaknese students and Native speaker have the differences especially in supra-segmental (pronounciation, intonation, voice quality, and pitch). The third, mother tongue also needed as a person’s cultural and sociolinguistic characteristic. (2) The students’ problems are difficult to pronounce some letters in a word, lack of confidence to speaking, poor pronunciation, lack of vocabulary, and influence of students’ mother tongue. Then, the way that students used to solve their problems are practicing to speak English, listening English music, increase English vocabulary, and read English books. Abstract Beberapa siswa cenderung menggunakan bahasa pertama mereka dan mentransfer aksen mereka ke dalam bahasa Inggris mereka. Salah satu keterampilan yang paling penting untuk ditingkatkan sebagai sarana komunikasi yang efektif adalah keterampilan berbicara. Keterampilan berbicara dianggap sebagai salah satu aspek pembelajaran bahasa yang paling menuntut. Banyak pembelajar bahasa merasa sulit untuk mengekspresikan diri mereka dalam bahasa lisan. Penelitian ini bertujuan untuk menyelidiki tentang pengaruh bahasa ibu Dayak dalam berbicara bahasa Inggris, untuk menggambarkan apa pengaruh bahasa ibu Dayak dalam berbicara bahasa Inggris dan masalah siswa dalam mengucapkan kata-kata bahasa Inggris. Penelitian ini termasuk penelitian kualitatif dan jenis penelitian ini adalah studi kasus dengan pendekatan kualitatif. Ada tiga instrumen yang digunakan untuk mengumpulkan data, yaitu observasi, wawancara, dan dokumentasi. Subjek penelitian ini adalah mahasiswa Dayak semester tiga program studi bahasa Inggris di IAIN Palangka Raya yang terkadang menggunakan bahasa ibu Dayak Ngaju untuk berkomunikasi. Peneliti memilih subjek berdasarkan kriteria purposive sampling. Temuan penelitian ini menunjukkan bahwa: (1) Bahasa ibu Dayak memiliki pengaruh bagi siswa ketika berbicara bahasa Inggris. Pengaruh pertama bahasa ibu seperti perubahan bunyi atau kesalahan pengucapan dalam pengucapan kata-kata bahasa Inggris karena perbedaan sistem fonologi antara bahasa Dayak dan bahasa Inggris. Siswa Dayak cenderung menggunakan bahasa ibu, siswa kesulitan mengucapkan kata yang mengandung diftong dan kata yang mengandung gugus. Pengaruh kedua dari bahasa ibu adalah intonasi yang salah, karena siswa Dayak dan penutur asli memiliki perbedaan terutama di supra-segmental (pengucapan, intonasi, kualitas suara, dan nada). Ketiga, bahasa ibu juga dibutuhkan sebagai ciri budaya dan sosiolinguistik seseorang. (2) Masalah siswa adalah sulit mengucapkan beberapa huruf dalam sebuah kata, kurang percaya diri untuk berbicara, pengucapan yang buruk, kurangnya kosa kata, dan pengaruh bahasa ibu siswa. Kemudian, cara yang digunakan siswa untuk mengatasi masalah mereka adalah berlatih berbicara bahasa Inggris, mendengarkan musik bahasa Inggris, menambah kosakata bahasa Inggris, dan membaca buku bahasa Inggris

American English: speech analysis of the Southern dialect

Language is a complex phenomenon every human ends mastering, independently of the mother tongue they have acquired in their childhood. In this globalised world, however, an increasing number of speakers are multilingual and, in order to be competent in foreign languages, these speakers need to pay heed to the characteristics of the target language pronunciation, among other linguistic features. The purpose of this project is to improve the service that the company Forvo, specialised in pronunciations of more than three hundred languages in the world, offers to its community of users in relation to the most requested language on their web page: English. Interested in promoting high-quality pronunciations of English words and phrases, the company is decided to classify these pronunciations according to the different regional accents of this language, so that users may learn what a particular accent sounds like. In this respect, this paper describes the different dialects that coexist in the United States, as this is the country where the majority of users of the company come from, and studies some of the pronunciations that users from that country have recorded. Taking into consideration the characteristics of this dissertation, this analysis will be limited to speakers from the southern region of the United States. The study compares pronunciations produced by these Southern American English speakers with those produced by users who speak the standard variety of American English, i.e. General American. The analysis shows that although users who speak Southern American English may not produce every phonological characteristic that describes this accent, they can be considered Southern speakers taking into account their overall production. Moreover, the study demonstrates that some characteristics that have been traditionally assigned to this accent, such as rhoticity, are retreating due to the influence of other American English dialects, especially General American

LANGUAGE MAINTENANCE AND SHIFT: HOW JAVANESE PRESERVED AND SHIFTED IN INDUSTRIAL AREA

As one of some big companies, Nikomas has more than 30 thousands population for its workers and it is spread within 26 companies. Most of the workers come from central and east Java, whereas the rest come from some districts in Banten Province: Serang, Pandeglang, and Tangerang For its large population, Javanese is used in daily communication among them. The fact is that, they are now living and working in Banten, the place where the language and culture are different from them. Deal with this phenomenon; it is interesting to find out how Javanese people preserved their own language and how they treat other languages, such as Sundanese and Javanese Banten. To reveal the fact, questionnaire is distributed to almost 200 workers. A number of workers are only taken from one division in Nike Company, i.e. production division. The questionnaire is intended to describe Javanese people preserve their mother tongue The questionnaire shows that they use their mother tongu

Stosunek polskich uczniów do nauki wymowy języka angielskiego: analizując od nowa

It is widely agreed that acquisition of a sound system of a second language always presents a great challenge for L2 learners (e.g. Rojczyk, 2010). Numerous studies (e.g. Nowacka, 2010; Flege, 1991) prove that L2 learners whose first language has a scarce number of sounds, encounter difficulties in distinguishing L2 sound categories and tend to apply their L1 segments to new contexts. There is abundance of studies examining L2 learners’ successes and failures in production of L1 and L2 sounds, especially vowels (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010). However, the situation becomes more complicated when we consider third language production. While in the case of L2 segmental production the number of factors affecting L2 sounds is rather limited (either interference from learners’ L1 or some kind of L2 intralingual influence), in the case of L3 segmental production we may encounter L1→L3, L2→L3, L1+L2→L3 or L3 intralingual interference. This makes separation of L3 sounds a much more complex process. The aim of this paper is to examine whether speakers of L1 Polish, L2 English and L3 German are able to separate new, L3 vowel categories from their native and L2 categories. The research presented in this article is a part of a larger project assessing production of L3 segments. This time the focus is on German /y/. This vowel was chosen since it is regarded as especially difficult for Polish learners of German and it is frequently substituted with some other sounds. A group of English philology (Polish-English- German translation and interpretation programme) students was chosen to participate in this study. They were native speakers of Polish, advanced speakers of English and upper-intermediate users of German. They had been taught both English and German pronunciation courses during their studies at the University of Silesia. The subjects were asked to produce words containing analysed vowels, namely: P /u/, P /i/, E /uÉ/, E /iÉ/, E /ɪ/ and G /y/. All examined vowels were embedded in a /bVt/ context. The target /bVt/ words were then embedded in carrier sentences: I said /bVt/ this time in English, Ich sag’ /bVt/ diesmal in German and Mówię /bVt/ teraz in Polish, in a non-final position. The sentences were presented to subjects on a computer screen and the produced chunks were stored in a notebook’s memory as .wav files ready for inspection. The Praat 5.3.12 speech-analysis software package (Boersma, 2001) was used to measure and analyse the recordings. The obtained results suggest that L2 affects L3 segmental production to a significant extent. Learners find it difficult to separate all “new” and “old” vowel categories, especially if they are perceived as “similar” to one another and when learners strive to sound “foreign”.Przyswajanie systemu fonetycznego języka drugiego (J2) zawsze jest ogromnym wyzwaniem dla uczących się nowego języka (np. Rojczyk, 2010). Liczne badania (np. Flege, 1991; Nowacka, 2010) udowodniły, że w przypadku, gdy J1 uczących się nowego języka ma raczej ograniczoną liczbę dźwięków, wówczas osoby te mają problemy z odróżnianiem większej liczby nowych głosek i często zastępują je ojczystymi segmentami. Łatwo można znaleźć wiele badań dotyczących sukcesów i porażek w produkcji i percepcji nowych dźwięków przez uczących się J2 (np. Flege, 1992; Nowacka, 2010; Rojczyk, 2010), jednakże sytuacja staje się znacznie bardziej skomplikowana w przypadku przyswajania języka trzeciego (J3). Podczas przyswajania języka drugiego liczba czynników wpływających na proces produkcji poszczególnych segmentów jest raczej ograniczona (może to być wpływ języka pierwszego lub też interferencja językowa wewnątrz J2), natomiast podczas przyswajania języka trzeciego ich liczba jest zdecydowanie większa (J1→J3, J2→L3, J1+J2→L3 lub procesy zachodzące wewnątrz J3). To wszystko sprawia, że przyswajanie systemu fonetycznego języka trzeciego jest procesem wyjątkowo złożonym. Celem niniejszego artykułu było zbadanie czy rodzimi użytkownicy języka polskiego z J2 — angielskim i J3 — niemieckim, są zdolni do oddzielenia nowych, niemieckich kategorii samogłoskowych od tych polskich i angielskich. Badanie tu opisane jest częścią większego projektu mającego na celu ocenę produkcji samogłosek w J3. Tym razem opisana jest produkcja niemieckiego /y/. Samogłoska ta została wybrana ponieważ jest uważana przez uczących się języka niemieckiego za wyjątkowo trudną i często jest zastępowana innymi, podobnymi polskimi dźwiękami. Uczestnikami badania była grupa studentów filologii angielskiej, potrójnego programu tłumaczeniowego: polsko-angielsko-niemieckiego. Byli rodzimymi użytkownikami języka polskiego, zaawansowanymi użytkownikami języka angielskiego i średniozaawansowanymi użytkownikami języka niemieckiego. Przed przystąpieniem do badania, byli oni uczeni wymowy obu obcych języków. W trakcie badania musieli wyprodukować słowa zawierające wszystkie badane dźwięki, mianowicie: P/u/, P/i/, A/uÉ/, A/iÉ/, A /ɪ/ oraz N/y/. Wszystkie badane samogłoski były ukryte w kontekście /bSt/ . Te słowa były następnie ukryte w zdaniach: I said /bVt/ this time po angielsku, Ich sag’ /bVt/ diesmal po niemiecku oraz Mówię /bVt/ teraz po polsku. Wszystkie wypowiedzi zostały nagrane jako pliki .wav, a następnie poddane analizie akustycznej przy użyciu programu Praat (Boersma, 2001). Uzyskane wyniki pokazały jak trudne dla uczących się języków jest rozdzielenie „nowych” i „starych” samogłosek, zwłaszcza, gdy brzmią one podobnie, a mówiący starają się mówić „jak obcokrajowiec”

From elite to subaltern : stages in the adoption of the English language in India

Probal Dasgupta, in his book, 'The Otherness of English', posits that "the communication matrix of India identifies for English in-India the role of an "auntie" who is around, but not one of us." Despite early reservations about the adaptability of the English language to Indian sensibilities, and continuing antagonism against the imposition of the hegemony of English over India in some pockets, the notion that the English language is an "other" in India could not seem more far-fetched in this day and age -at a time when critics have been speculating that the way English is spoken in India may imminently dictate how English is going to be spoken as a global language. In this paper, I analyse the evolution of the English language in postcolonial India, from its status as a legacy of colonialism, to becoming India's very own representative. I argue that the process is temporally marked by three stages, and that three different classes of Indians have adopted and appropriated the English language to make it truly pan-Indian.peer-reviewe

Age at Immigration and the Education Outcomes of Children

The successful acquisition of a language is often characterized in terms of critical periods. If this is the case it is likely that children who migrate face different challenges in attaining high school credentials depending upon their age at immigration. This paper examines the education outcomes of a cohort of immigrants who arrived in Canada as children. The 2006 Census is used and it is found that there is in fact a distinct change in the chances that children will hold a high-school diploma according to the age at which they arrived in the country. The chances of being a high-school dropout do not vary according to age at arrival up to about the age of nine, with children arriving after that age facing a distinct and growing increase in the chances that they will not graduate from high school. The findings suggest that public policy addressing the long run success of immigrant children needs to be mindful of the variation in risks and opportunities by age, and the role of both early childhood investment and the structure of the education system faced by young adolescents in determining them.education, immigration, children

Production of L3 Vowels: Is it Possible to Separate them from L1 and L2 Sounds?

It is incontrovertible that acquisition of a sound system of a second language is always a complex phenomenon and presents a great challenge for L2 learners (e.g. Rojczyk, 2010a). There are numerous studies (e.g. Nowacka, 2010; Flege, 1991) which show that L2 learners whose first language has a scarce number of sounds, have problems to distinguish L2 sound categories and tend to apply their L1 segments to new contexts. It may be easily detectable in the case of vowels. There is abundance of studies examining L2 learners’ successes and failures in production of L1 and L2 vowels (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010a). Usually such projects show how difficult it is for L2 learners to separate “old” and “new” vowel categories. However, the situation becomes much more complicated when we think of third language (L3) production. While in the case of L2 segmental production the number of factors affecting L2 sounds is rather limited (either interference from learners’ L1 or some kind of L2 intralingual influence), in the case of L3 segmental production we may encounter L1→L3, L2→L3 or L3 intralingual interference. This makes separation of L3 sounds a much more complex process. The aim of this study is to examine whether speakers of L1 Polish, L2 English and L3 German are able to separate new, L3 vowel categories from their native and L2 categories. Being a part of a larger project, this time the focus is on German /œ/. This vowel was chosen since it is regarded as especially difficult for Polish learners of German and it is frequently substituted with some other sounds. A group of English philology (Polish-English-German translation and interpretation programme) students was chosen to participate in this project. They were advanced speakers of English who did not encounter any difficulties in communication with native speakers of this language and upper-intermediate users of German. They had been taught both English and German pronunciation/practical phonetics during their studies at the University of Silesia. The subjects were asked to produce words containing analysed vowels, namely: P /u/, P /ɔ/, P /ɛ/, E /u/, E /ɔ / and G /œ/. All examined vowels were embedded in a /bVt/ context. The target /bVt/ words were then embedded in carrier sentences I said /bVt/ this time in English, Ich sag’ /bVt/ diesmal in German and Mówię /bVt/ teraz in Polish, in a non-final position. The sentences were presented to subjects on a computer screen and the produced chunks were stored in a notebook’s memory as .wav files ready for inspection. The Praat 5.3.12 speech-analysis software package (Boersma, 2001) was used to scroll through the audio files in order to locate an onset and offset of target vowels, measure the F1 and F2 frequencies and plot vowels on the plane. All analyses were also performed using Praat. The obtained results shed new light on L3 segmental production and L1 and L2 interference

Smoothie or Fruit Salad? Learners’ Descriptions of Accents as Windows to Concept Formation

This paper explores the linguistically naive descriptions which one set of EFL learners provided when identifying and describing accents. First and second-year English majors at a French university were asked to do two tasks. First, they listened to two extracts to determine whether the speaker’s accent sounded more British or American, and to explain which features helped them to decide. Later they answered two questions: a) What do you do when you want to sound more like an American? and b) more like a British person? The analysis of their answers highlights learners’ underlying representations of accents as well as concept formation in relation to English pronunciation. I argue that this cognitive aspect of L2 learning should be addressed explicitly in instruction

Does It Matter How People Speak?

Language serves two key functions. It enables communication between agents, which allows for the establishment and operation of formal and informal institutions. It also serves a less obvious function, a reassuring quality more closely related to issues linked with trust, social capital, and cultural identification. While research on the role of language as a learning process is widespread, there is no evidence on the role of language as a signal of cultural affinity. I pursue this latter avenue of research and show that subtle language affinity is positively linked with change in earnings when using English-speaking data for cities in the Golden Horseshoe area in Southern Ontario during the period 1991 to 2001. The results are robust to changes in specification, a broad number of empirical tests, and a diverse set of outcome variables.