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Non-native pronunciations of English result from the common linguistic phenomenon in which non-native speakers of any language tend to transfer the intonation, phonological processes and pronunciation rules of their first language into their English speech. They may also create innovative pronunciations not found in the speaker's native language.
Students have voiced frustration that only non-native students have to prove their language skills, when being a native speaker in no way guarantees college-level academic literacy. [39] Studies have shown that these tests can cause different passing rates among linguistic groups regardless of high school preparation.
Regional differences and native languages may have an impact on how people speak the language. For example, many non-native speakers in other countries fail to pronounce the “th” sound. Instead, they use the "s" sound, which is more common in other languages, to replace it. “Thank” becomes “sank,” and “mother” becomes “mozer.”
Equally, /aː/ may be pronounced as [ɑː], [10] though this is less problematic since the same realisation is also used by some native speakers. Speakers have difficulty with the two sounds represented by ch ([x] and [ç]) in German, particularly the latter. [11] Often both are replaced with [k]; replacement of [ç] with [ʃ] is also common.
Story at a glance A review found non-English speakers are underrepresented in pediatric research. Hundreds of studies assessed specifically excluded non-English speaking participants. Researchers ...
Goto (1971) reports that native speakers of Japanese who have learned English as adults have difficulty perceiving the acoustic differences between English /r/ and /l/, even if the speakers are comfortable with conversational English, have lived in an English-speaking country for extended periods, and can articulate the two sounds when speaking ...
In 1995, 24,000 of the freshmen entering the California State University system reported English was their second language; yet only 1,000 of these non-active speakers of English tested proficient in college-level English (Kahmi – Stein & Stein, 1999). Numbers such as these make it evident that it is crucial for instruction librarians to ...
In 1962, a national council made up of representatives of thirty government and private organizations was formed to address the problem of ensuring English language proficiency for non-native speakers wishing to study at U.S. universities. This council recommended the development and administration of the TOEFL exam for the 1963–1965 timings. [7]