This paper investigates Saudi intermediate students’ attitudes towards using flipped learning via an online learning community to enhance their speaking skill at a Saudi female’s public-school number 186. The writer observed and analysed the effect of using flipped learning in an online community on the development and engagement of students in speaking tasks. The study uses a quantitative quasi-experimental method to describe and analyse the student’s attitudes and development of the speaking skill among Arabic-speaking students in the public-school number 186 in Saudi Arabia during the academic year 2019-2020. The researcher applied a questionnaire and an observation checklist as the main instrument to achieve the study goal. The findings of the study were not statistically significant regarding the effect of flipped learning via an Online Learning Community (OLC) on the development of students’ speaking skill. However, there was a slight difference in the mean scores in favor to the post-test of the experimental group. The students’ attitudes were positive towards the flipped learning via OLC for speaking tasks.
{"title":"The Attitudes of Saudi Intermediate Students towards English Speaking Tasks in Flipped Learning via an Online Learning Community","authors":"A. Alharbi, H. Alfadda","doi":"10.22158/selt.v8n3p37","DOIUrl":"https://doi.org/10.22158/selt.v8n3p37","url":null,"abstract":"This paper investigates Saudi intermediate students’ attitudes towards using flipped learning via an online learning community to enhance their speaking skill at a Saudi female’s public-school number 186. The writer observed and analysed the effect of using flipped learning in an online community on the development and engagement of students in speaking tasks. The study uses a quantitative quasi-experimental method to describe and analyse the student’s attitudes and development of the speaking skill among Arabic-speaking students in the public-school number 186 in Saudi Arabia during the academic year 2019-2020. The researcher applied a questionnaire and an observation checklist as the main instrument to achieve the study goal. The findings of the study were not statistically significant regarding the effect of flipped learning via an Online Learning Community (OLC) on the development of students’ speaking skill. However, there was a slight difference in the mean scores in favor to the post-test of the experimental group. The students’ attitudes were positive towards the flipped learning via OLC for speaking tasks.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125368606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Translation is recognized to be one of the most challenging subjects for learners in second language departments. Knowing that these difficulties can be either dependent to the individual or the translation training, this study presents reasons why a translation teacher should introduce learners to translation techniques for better skills. In this regard, the paper aims at proposing the most frequently used translation techniques to second language learners, more specifically, to French-speaking students in English departments. The research draws on findings present in the existing literature. The translation techniques or procedures collected from previous studies can be presented into two types: direct translation procedures (borrowing, calque and literal translation), and indirect or oblique translation procedures (transposition, modulation, equivalence and adaptation). Three other techniques (compensation, amplification and omission) are also added to these seven basic procedures. Since languages can have internal characteristics that distinguish one from another, the study ends up inviting learners to pay attention to some particular features that distinguish French and English while translating.
{"title":"Teaching Translation Techniques to Second Language Learners","authors":"Hafissatou Kane","doi":"10.22158/selt.v8n3p26","DOIUrl":"https://doi.org/10.22158/selt.v8n3p26","url":null,"abstract":"Translation is recognized to be one of the most challenging subjects for learners in second language departments. Knowing that these difficulties can be either dependent to the individual or the translation training, this study presents reasons why a translation teacher should introduce learners to translation techniques for better skills. In this regard, the paper aims at proposing the most frequently used translation techniques to second language learners, more specifically, to French-speaking students in English departments. The research draws on findings present in the existing literature. The translation techniques or procedures collected from previous studies can be presented into two types: direct translation procedures (borrowing, calque and literal translation), and indirect or oblique translation procedures (transposition, modulation, equivalence and adaptation). Three other techniques (compensation, amplification and omission) are also added to these seven basic procedures. Since languages can have internal characteristics that distinguish one from another, the study ends up inviting learners to pay attention to some particular features that distinguish French and English while translating.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116473049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines how Arabic and English narratives are constructed by Saudi Arabic speakers. The data consist of interviews with five Saudi Arabic speakers studying for their master’s degrees in different fields at various universities in the USA. The interviews were conducted in Arabic, and the interviewees were asked to tell a story and later retell the same story but in English. Interestingly, the role of the narratives went beyond mentioning events to include social roles. Furthermore, the interviewees used external evaluation and embedded evaluation in the Arabic versions of the narratives and only external evaluation in the English versions. Additionally, the effects of the participants’ fields of study, saving face, attempting to avoid ambiguity, and reinforcing the point of the story are possible reasons why some interviewees produced longer versions of the narratives. Finally, the English narratives did not include the historical present, which could be attributed to the effect of L1.
{"title":"A Narrative Analysis of Graduate Students’ Academic Writing Experiences across Two Languages: English and Arabic","authors":"Ahmad I. Alhojailan","doi":"10.22158/selt.v8n2p99","DOIUrl":"https://doi.org/10.22158/selt.v8n2p99","url":null,"abstract":"This study examines how Arabic and English narratives are constructed by Saudi Arabic speakers. The data consist of interviews with five Saudi Arabic speakers studying for their master’s degrees in different fields at various universities in the USA. The interviews were conducted in Arabic, and the interviewees were asked to tell a story and later retell the same story but in English. Interestingly, the role of the narratives went beyond mentioning events to include social roles. Furthermore, the interviewees used external evaluation and embedded evaluation in the Arabic versions of the narratives and only external evaluation in the English versions. Additionally, the effects of the participants’ fields of study, saving face, attempting to avoid ambiguity, and reinforcing the point of the story are possible reasons why some interviewees produced longer versions of the narratives. Finally, the English narratives did not include the historical present, which could be attributed to the effect of L1.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128339782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the term diaspora can also be used to think through the intrusion of the colonialism, Michelle de Kretser’s The Hamilton Case is divided into three parts due to the characters’ attitudes towards the West. Sam’s positive reflection on colonialism is revealed in his hope to move to the West and struggle to embrace his dream of western metropolis by complying with the British criteria. Jaya’s resistant stance motivates him to initiate the country’s political independence and ethnic strife to combat colonialism. Shiva resists colonialism in Sri Lanka, but he caters to the taste of local readers by making use of exoticism after his migration to the West.
{"title":"The Hamilton Case: Colonialism and Diasporic Identities","authors":"Qian Wang","doi":"10.22158/selt.v8n2p95","DOIUrl":"https://doi.org/10.22158/selt.v8n2p95","url":null,"abstract":"As the term diaspora can also be used to think through the intrusion of the colonialism, Michelle de Kretser’s The Hamilton Case is divided into three parts due to the characters’ attitudes towards the West. Sam’s positive reflection on colonialism is revealed in his hope to move to the West and struggle to embrace his dream of western metropolis by complying with the British criteria. Jaya’s resistant stance motivates him to initiate the country’s political independence and ethnic strife to combat colonialism. Shiva resists colonialism in Sri Lanka, but he caters to the taste of local readers by making use of exoticism after his migration to the West.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"281 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116077459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under the background of economic globalization, human creativity and imagination are key resources in a world dominated by technological innovations. Creative talents have become the pressing needs of the country. Promoting children’s creativity has also been one of the research interests in school education. This thesis aims to research the relationship between Drama in Education and the cultivation of children’s creativity and explore the feasibility of promoting children’s creativity through DIE in English teaching. The study employs a qualitative method utilizing classroom observation method and interview method to examine the effectiveness of children’s creativity promotion in the practical English DIE class. The findings show that the main elements of drama in education are consistent with theories proposed by some of today’s best-known scholars in the area of creativity studies and the use of DIE for English teaching has helped stimulate children’s creativity. It is hoped that the findings of this thesis will have a significance in promoting children’s creativity through DIE and provide some inspiration for teachers and researchers.
{"title":"Promoting Children’s Creativity through Drama in Education","authors":"Jia Dai","doi":"10.22158/selt.v8n2p68","DOIUrl":"https://doi.org/10.22158/selt.v8n2p68","url":null,"abstract":"Under the background of economic globalization, human creativity and imagination are key resources in a world dominated by technological innovations. Creative talents have become the pressing needs of the country. Promoting children’s creativity has also been one of the research interests in school education. This thesis aims to research the relationship between Drama in Education and the cultivation of children’s creativity and explore the feasibility of promoting children’s creativity through DIE in English teaching. The study employs a qualitative method utilizing classroom observation method and interview method to examine the effectiveness of children’s creativity promotion in the practical English DIE class. The findings show that the main elements of drama in education are consistent with theories proposed by some of today’s best-known scholars in the area of creativity studies and the use of DIE for English teaching has helped stimulate children’s creativity. It is hoped that the findings of this thesis will have a significance in promoting children’s creativity through DIE and provide some inspiration for teachers and researchers.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126571414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increased number of Spanish Heritage Language (SHL) speakers in American schools has called for the need of new research focused on SHL students, their parents, their teachers, and a profound analysis of best instructional practices for this individualized group of students. The purpose of this thorough analysis of peer-reviewed literature is to evaluate language programs for the growing SHL student population in elementary schools. A careful look into this growing population will help evaluate the educational programs provided to SHL students such as the Dual Language (DL) immersion program and the Transitional Bilingual Education program (TBE). This review addresses why students walk into an elementary classroom as an SHL and English language bilingual and subsequently become monolinguals as they progress in their elementary school years. Recognizing the factors that lead to a student’s language preference can assist parents, teachers, and the education system in developing an academic structure that will promote bilingualism and biliteracy for SHL learners.
{"title":"Spanish Heritage Language Learners: A Review of Literature Analyzing Their Preference of the English Language","authors":"Hilda Guillen-Ramos, Tonya Huber","doi":"10.22158/selt.v8n2p56","DOIUrl":"https://doi.org/10.22158/selt.v8n2p56","url":null,"abstract":"The increased number of Spanish Heritage Language (SHL) speakers in American schools has called for the need of new research focused on SHL students, their parents, their teachers, and a profound analysis of best instructional practices for this individualized group of students. The purpose of this thorough analysis of peer-reviewed literature is to evaluate language programs for the growing SHL student population in elementary schools. A careful look into this growing population will help evaluate the educational programs provided to SHL students such as the Dual Language (DL) immersion program and the Transitional Bilingual Education program (TBE). This review addresses why students walk into an elementary classroom as an SHL and English language bilingual and subsequently become monolinguals as they progress in their elementary school years. Recognizing the factors that lead to a student’s language preference can assist parents, teachers, and the education system in developing an academic structure that will promote bilingualism and biliteracy for SHL learners.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134298542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents six case studies of L3 production performed by trilinguals in China, aiming to explore the activation status of L1 and L2 during L3 production. Six Mongolian native college students participated as research subjects, and qualitative and quantitative research methods including a think-aloud writing test and interviews, were adopted to examine which language, Mongolian L1 or Chinese L2, were more readily activated in the process of English L3 production, as well as, what roles L1 and L2 play in the process of L3 production and what factors contribute to the activation of L1 and L2. The findings show that Mongolian L1 and Chinese L2 are activated competitively in the process of English L3 production, but for different learners, they are activated to different levels and play different roles. The recency use of background languages, language proficiency and the medium of instruction are decisive factors in determining the activation levels of Mongolian L1 and Chinese L2 for Mongolian native college students in China. Language proficiency, the type and amount of exposure to L3 and the perceived language distance are the factors that contribute the most to activation of L1 and L2 during L3 production.
{"title":"Competing Activation of L1 and L2 in L3 Production—Evidence from a Case Study of Mongolian Native College Students from the Perspective of Think-aloud Approach","authors":"Hai Mei, Cheng Yajie","doi":"10.22158/selt.v8n2p36","DOIUrl":"https://doi.org/10.22158/selt.v8n2p36","url":null,"abstract":"This article presents six case studies of L3 production performed by trilinguals in China, aiming to explore the activation status of L1 and L2 during L3 production. Six Mongolian native college students participated as research subjects, and qualitative and quantitative research methods including a think-aloud writing test and interviews, were adopted to examine which language, Mongolian L1 or Chinese L2, were more readily activated in the process of English L3 production, as well as, what roles L1 and L2 play in the process of L3 production and what factors contribute to the activation of L1 and L2. The findings show that Mongolian L1 and Chinese L2 are activated competitively in the process of English L3 production, but for different learners, they are activated to different levels and play different roles. The recency use of background languages, language proficiency and the medium of instruction are decisive factors in determining the activation levels of Mongolian L1 and Chinese L2 for Mongolian native college students in China. Language proficiency, the type and amount of exposure to L3 and the perceived language distance are the factors that contribute the most to activation of L1 and L2 during L3 production.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125186660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reflects about the role of English, Literature and teachers’ beliefs in English language teaching (ELT), addressing notions of native speakerism and Otherness in the critical analysis of James Kirkup’s (1994) short story “The Teacher of American Business English”. The methodology is qualitative and based on Content/Discourse Analysis linking the themes addressed in the story to the literature review that includes the role of English, the contact of languages and cultures, the development of beliefs and identities, and the socio-historical context of such occurrences. The critical analysis shows evidence of prejudiced practices and discourses about the varieties and differences of cultures and languages by the main character in the short story. The study concludes that the views found in the story may be representative of many hegemonic, prejudice views of cultures and languages found in pedagogical practices around the world and as such contributes to the critical reflection on the role of English, Literature and teacher’s beliefs as well as the power of critical analysis based on Literature to aid intercultural encounters/meeting the Other.
{"title":"Meeting the Other in Literature and ELT through the Critical Analysis of a Short Story","authors":"Barbara Cortat Simoneli, K. Finardi","doi":"10.22158/selt.v8n2p1","DOIUrl":"https://doi.org/10.22158/selt.v8n2p1","url":null,"abstract":"This paper reflects about the role of English, Literature and teachers’ beliefs in English language teaching (ELT), addressing notions of native speakerism and Otherness in the critical analysis of James Kirkup’s (1994) short story “The Teacher of American Business English”. The methodology is qualitative and based on Content/Discourse Analysis linking the themes addressed in the story to the literature review that includes the role of English, the contact of languages and cultures, the development of beliefs and identities, and the socio-historical context of such occurrences. The critical analysis shows evidence of prejudiced practices and discourses about the varieties and differences of cultures and languages by the main character in the short story. The study concludes that the views found in the story may be representative of many hegemonic, prejudice views of cultures and languages found in pedagogical practices around the world and as such contributes to the critical reflection on the role of English, Literature and teacher’s beliefs as well as the power of critical analysis based on Literature to aid intercultural encounters/meeting the Other.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116866808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper addresses the translation of financial humor from English into Spanish. However, from a linguistic and pragmatic angle, both languages appear to be worlds apart in the way they approach this specialist language and discourse. English often resorts to various linguistic and communicative solutions in order to allow non-specialist readers understand the intricacies of abstract professional discourses as is the case with financial language. At the other end, Spanish tends to maintain an academic and professional tone whoever the interlocutors. Consequently, non-specialist Spanish-speaking users find financial terms and procedures intricate and difficult to understand. Humor is commonly and largely used in financial English to ease its conceptual load and favor its conceptual and linguistic understanding. Spanish, at the other extreme, very rarely uses this linguistic solution in professional financial settings.
{"title":"The Translation of English Financial Humor into Spanish: Cognitive, Linguistic and Pragmatic Issues","authors":"J. Mateo, C. Mateo-Guillen","doi":"10.22158/selt.v8n1p117","DOIUrl":"https://doi.org/10.22158/selt.v8n1p117","url":null,"abstract":"This paper addresses the translation of financial humor from English into Spanish. However, from a linguistic and pragmatic angle, both languages appear to be worlds apart in the way they approach this specialist language and discourse. English often resorts to various linguistic and communicative solutions in order to allow non-specialist readers understand the intricacies of abstract professional discourses as is the case with financial language. At the other end, Spanish tends to maintain an academic and professional tone whoever the interlocutors. Consequently, non-specialist Spanish-speaking users find financial terms and procedures intricate and difficult to understand. Humor is commonly and largely used in financial English to ease its conceptual load and favor its conceptual and linguistic understanding. Spanish, at the other extreme, very rarely uses this linguistic solution in professional financial settings.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125008366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The major preoccupation of this paper is to study monophthongisation and vowel lengthening in Educated Ibibio English with a view to explaining the lengthening of vowels in final open stressed syllables. Educated Ibibio English (here after EIE) is an ethnic variety of Nigerian English spoken by literate home-grown Ibibio people in Akwa Ibom State, Nigeria. Monophthongisation is a phonological process whereby one of two vowel elements of a diphthong, usually the second (offset) element, is deleted, leaving the stranded stressed (onset) to be lengthened, if found in final open, stressed syllable. Related works on EIE segments indicate that some Standard British English (SBE) closing diphthongs /?u/ and /ei/ tend to monophthongise to /e/ and /o/, respectively. The study employs the Moraic Theory of Hyman and Hayes which main argument is that the syllable contains neither onset or a rhyme. Rather, every syllable contains one or more Mora. Also, a Speech Filling System (SFS/WASP) Computerized Speech Laboratory was used to interpret Fo curve structure and acoustic duration in order to corroborate findings from perceptual analysis. The study establishes the fact that the monophthongised diphthongs were lengthened becuaseof the need to preserve the weight of the deleted /u/ and /i/ in SBE /ei/ and /??/ diphthongs and also to reflect components of the failing fundamental frequency (Fo) contour of English fnal open syllable.
{"title":"Monophthongisation and Vowel Lengthening in Educated Ibibio English","authors":"Nkereke M. Essien","doi":"10.22158/selt.v8n1p131","DOIUrl":"https://doi.org/10.22158/selt.v8n1p131","url":null,"abstract":"The major preoccupation of this paper is to study monophthongisation and vowel lengthening in Educated Ibibio English with a view to explaining the lengthening of vowels in final open stressed syllables. Educated Ibibio English (here after EIE) is an ethnic variety of Nigerian English spoken by literate home-grown Ibibio people in Akwa Ibom State, Nigeria. Monophthongisation is a phonological process whereby one of two vowel elements of a diphthong, usually the second (offset) element, is deleted, leaving the stranded stressed (onset) to be lengthened, if found in final open, stressed syllable. Related works on EIE segments indicate that some Standard British English (SBE) closing diphthongs /?u/ and /ei/ tend to monophthongise to /e/ and /o/, respectively. The study employs the Moraic Theory of Hyman and Hayes which main argument is that the syllable contains neither onset or a rhyme. Rather, every syllable contains one or more Mora. Also, a Speech Filling System (SFS/WASP) Computerized Speech Laboratory was used to interpret Fo curve structure and acoustic duration in order to corroborate findings from perceptual analysis. The study establishes the fact that the monophthongised diphthongs were lengthened becuaseof the need to preserve the weight of the deleted /u/ and /i/ in SBE /ei/ and /??/ diphthongs and also to reflect components of the failing fundamental frequency (Fo) contour of English fnal open syllable.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127361918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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