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The acquisition of the English phono...

Aghai, Laila.

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The acquisition of the English phonological system by Persian speakers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The acquisition of the English phonological system by Persian speakers./
作者:	Aghai, Laila.
面頁冊數:	100 p.
附註:	Source: Masters Abstracts International, Volume: 49-05, page: .
Contained By:	Masters Abstracts International49-05.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1492054
ISBN:	9781124627687

The acquisition of the English phonological system by Persian speakers.
Aghai, Laila.

The acquisition of the English phonological system by Persian speakers. - 100 p.

Source: Masters Abstracts International, Volume: 49-05, page: .

Thesis (M.A.)--The University of Texas at San Antonio, 2011.

This research focused on the acquisition of the English phonological system by adult Persian speakers who are learning English as a foreign language in Tehran, Iran. In order to evaluate students' pronunciation strengths and weaknesses in three levels of proficiency (beginning, intermediate, and advanced), students completed a pronunciation diagnostic test that was designed based on their proficiency level. EFL teachers also participated in this study, and their perceptions on student's pronunciation were recorded and analyzed. A mixed method was used in this study in order to analyze the data gathered from the teachers and students. This thesis reveals the pronunciation errors of students based on their proficiency level and shows how other factors such as teachers' attitudes, false cognates, and readiness can affect students' pronunciation.

ISBN: 9781124627687Subjects--Topical Terms:

1018079
Language, Linguistics.

The acquisition of the English phonological system by Persian speakers.
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520 $a This research focused on the acquisition of the English phonological system by adult Persian speakers who are learning English as a foreign language in Tehran, Iran. In order to evaluate students' pronunciation strengths and weaknesses in three levels of proficiency (beginning, intermediate, and advanced), students completed a pronunciation diagnostic test that was designed based on their proficiency level. EFL teachers also participated in this study, and their perceptions on student's pronunciation were recorded and analyzed. A mixed method was used in this study in order to analyze the data gathered from the teachers and students. This thesis reveals the pronunciation errors of students based on their proficiency level and shows how other factors such as teachers' attitudes, false cognates, and readiness can affect students' pronunciation.
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