NAMA : FAIRATUL HUSNA DASLIN

CLASS : K216

NIM :16018052

Article 1

Meléndez, C.E.2006. Motivation and acquisition of pronunciation in EFL students in El

Salvador. Retrospective Theses and Dissertations.

Motivation and acquisition of pronunciation in EFL students in El Salvador

1.What research question did the article attempt to answer?

Identify the research question(s) and,where relevant,any hypothesis tested.

Answer :

The research question of this article attempted to investigate whether motivation plays a
role in the acquisition of pronunciation by EFL students at the university in El Salvador.
There are two research questions for this article ; (1)Will students improve the
pronunciation of the two features /Ɵ/ and /-ed/ endings for regular verbs in a Is-day period
of instruction?. (2)Does motivation correlate with the improvement of the pronunciation of
the two features /Ɵ/ and /-ed/ endings for regular verbs?

Based on those research question, the researcher try to analyze The /Ɵ/ sound because this
sound does notexist in Spanish from Latin America, so students have problems when
producing. Moreover the students have some problem with pronunciations of the /ed/
endings for the past tense of regular verbs /t/ , / d/, /id/.Therefore, this study try to analyze
the motivation of students and acquisition of pronunciation in EFL students in El Salvador

2.What was the motivation for study?

Describe the motivation for the research undertaken. If possible specify if (and how)it was a
replication and refinement of earliee research, an extension of prior research to fill an
existing gap in the literature, or attempt to break new ground, etc. Be specific. Name the
previous studies where appropriate.

Answer

The motivation of this research to present that learners with a higher level of Motivation
with the motivation are more successful language learners than those with lower
motivation,while other studies report that highly motivated learners do not perform any
better on proficiency tests than learners with much less motivation to learn the language
Lightbown & Spada, 2003).

I think this research is an extension of prior research to fill an existing gap in the literature
because there are some previous study of this research;

a. Teaching and acquisition of pronunciation within acommunicative approach by Elliot

(1997)

b.Pronunciation instruction by Derwing and Rossiter (2003)

3.What the methodology was used?

Identify the research methodology used to address the research question(s)

Answer :

The setting of the methodology of this article Western Catholic University is located in the
city of Santa Ana in the western part of the El Salvador, with a population of 4000 students
with The participants were all native speakers of Spanish learning English as a Foreign
Language at the Western Catholic University in Santa Ana, EI Salvador. The questionnaire
used in the present research was comprised of 44 questions to which the participants
responded on a four-point scale (from strongly agree tostrongly disagree).

4. What where the findings?

State the result of the study. Were the research questions proved or disproved?

Answer :

This finding of the article describes the data collected in the study and the types of analysis .
The pronunciation pre-test and posttest were analyzed by counting thenumber of mistakes .
However, the raters agreed most of the time in their scores of the recordings, there were a
few cases in which it was necessary to listen to the recordings several times to come to an
agreement about those mistakes. The results showed improvement in all the eighteen
subjects after they received the Is-day training
Article 2

S, Ute & Dalton, C. 2000. Motivational patterns in advanced EFL pronunciation

learners.International Review of Applied Linguistics in Language Teaching .38.3-4.229

Motivational patterns in advanced EFL pronunciation learners

1.What research question did the article attempt to answer?

Identify the research question(s) and,where relevant,any hypothesis tested.

Answer :

This article did not show the research questions. But i think,this article attempt to answer
the description of our students' motivation in pronunciation learning. The main focus will
be on describing the motivational structure of participants in the pronunciation course at
the Vienna English Department, as it emerged from a long-term study. Finally, we will
consider the general implications of our results for the further development of the
motivation-in-pronunciation construct.

2.What was the motivation for study?

Answer

The motivation for the research reported is based on tradition of explicit pronunciation
teaching at the English Department of Vienna University.. Their first language background is
predominantly Austrian German. They have chosen English as one of their two university
majors; that is, they are aspiring to be English language specialists. Approximately two thirds
of them actually want to become English teachers at higher secondary schools.

I think this research is a replication and refinement of earliee research because this article
said that the researcher conducted a series of tests between 1995 and 1997, which will
briefly be summarised by ( Dalton, Kaltenbock and Smit 1997 and 2000; Smit and Dalton
1997).

3.What the methodology was used?

Identify the research methodology used to address the research question(s)

Answer :

The methodology of this article was taken in different stages with partly different however,
were part of the same global student population at Vienna English Department. It is thus not
surprising that our samples showed up the same demographic distribution : almost all
respondents are German L1 speakers between 19 and 23 years of age. Three quarters are
female and two thirds want to become secondary school teachers.
4. What where the findings?

State the result of the study. Were the research questions proved or disproved?

Answer :

The findings suggest of this article is a complex and multi-layered motivation concept
similar to the general one for language learning, but with specific characteristics pertinent
to pronunciation learning. The similarities lie in the existence of three main groups,
classroom-, subject- and learner-related factors, all of which play their important roles in
the students' type and degree of motivation.

Article 3

Smit, U. 2002.The interaction of motivation and achievement in advanced EFL pronunciation

learners. International Review of Applied Linguistics in Language Teaching ·

The interaction of motivation and achievement in advanced EFL

pronunciation learners

1.What research question did the article attempt to answer?

Identify the research question(s) and,where relevant,any hypothesis tested.

Answer :

This article didn’t show the research question. But i think that the researcher about that
the students’ achievement in the pronunciation module is positively influenced by the
factors of the motivation in pronunciation constructed. So, it could be : (1) What is
interaction with the students’ achievements in the pronunciation module ?

2.What was the motivation for study?

Describe the motivation for the research undertaken. If possible specify if (and how)it was a
replication and refinement of earliee research, an extension of prior research to fill an
existing gap in the literature, or attempt to break new ground, etc. Be specific. Name the
previous studies where appropriate.

Answer

The article was an extension of prior research to fill an existing gap in the literature. It can
be looked based on the small number of previous studies have come up with fairly
contradictory claims, placing motivationeither at the centre of pronunciation learning as
such (e.g., Elliott 1995;Moyer 1999) or marginalizing it as impossible to measure (e.g.,
Coates 1986)
3.What the methodology was used?

Identify the research methodology used to address the research question(s)

Answer :

This article first provides a description of the motivation test administered to 141
respondents in 1997/98, and the kinds of motivational factors those students of English
have revealedThe researcher present the data as they relate to the above-mentioned three
kinds of factors. As the subject- and learner-related factors seem highly merged, however,
the researcher shall start by discussing them in one subgroup . The classroom-related
factors behave independently and will therefore also be presented that way. The final
subsection will deal with the role those factors have playedwith regard to the final grade
received for this modul.

4. What where the findings?

State the result of the study. Were the research questions proved or disproved?

Answer :

This finding of the article describes the data collected in the study and the types of analysis .
The T results presented have some light on two aspects: the motivation in pronunciation
construct and our student population. The results have shown that better grades in this
module are more likely from students whose general language proficiency is, relatively seen,
excellent, as indicated by prior grades in English and length of stay in an English-speaking
environment.

Article 4

Gholami, L., & Talebzadeh, H. (2015). The relationship between english pronunciation self-
concept and english learning. International Letters of Social and Humanistic Sciences, 60, 54-
59.

The relationship between english pronunciation self-concept and english learning

1.What research question did the article attempt to answer?

Identify the research question(s) and,where relevant,any hypothesis tested.

Answer :

The researcher in this study conducted the research questions;

1. Is there any statistically significant relationship between Iranian EFL learners’ English
pronunciation self-concept and actual performance of English?
2. Is there any statistically significant relationship between Iranian EFL learners’
pronunciation self-concept and global English self-concept?

3. Is there any statistically significant relationship between Iranian EFL learners’ English
pronunciation self-concept and English classroom anxiety?

4. Is there any statistically significant relationship between Iranian EFL learners’ global
Englishself-concept and each sub-dimension of it?

The relevant and hypothesis tested in this article ;

1.the English pronunciation self-concept and the global English self-concept is significantly
correlated. When the English pronunciation self-concept is high, the global English self-
concept is high accordingly.

2. English pronunciation self-concept and the global English self-concept is significantly

correlated. When the English pronunciation self-concept is high, the global English self-
concept is high accordingly.

3.The English pronunciation self-concept to the performance of English pronunciation and

the actual performance of English is not so correlated, but the English pronunciation self-
concept and the English classroom anxieties is negative correlated. That is, the higher the
English pronunciation self-concept is, the lowerthe English classroom anxieties

4. all the dimensions concerned correlated to global English self-concept. Among which
pronunciation self-concept and reading self-concept ranked one and two. The pronunciation
plays a significant role in global English self-concept; the change of pronunciation self-
concept is likely to change the learner’s global self-concept.

2.What was the motivation for study?

Describe the motivation for the research undertaken. If possible specify if (and how)it was a
replication and refinement of earliee research, an extension of prior research to fill an
existing gap in the literature, or attempt to break new ground, etc. Be specific. Name the
previous studies where appropriate.

Answer

This research do not show the motivation of the researcher

I think this research extension of prior research to fill an existing gap in the literature

Name the previous studies are;

(1) Byrne,B.M.(1996).Measuring self-concept across the life span: Issues and

instrumentation.Washington: American Psychological association.
http://dx.doi.org/10.1037/10197-000
[2)Chuming Wang. (2004). Self-concept, English pronunciation and EFL learning.
ForeignLanguage Teaching and Research, 1, 56-64. http://dx.doi.org/10.3969/j.issn.1000-
0429.2004.01.009

[3] ChumingWang.(2004). English pronunciation self-concept and actual

pronunciationperformance. Foreign Language World, 5, 62-67.

[4] Du, M. (2012). A Study of the Relationship between English Self-concept and
LanguageLearning Strategies. Journal of Language Teaching and Research, Vol. 3, No. 3, pp.
508-517

3.What the methodology was used?

Identify the research methodology used to address the research question(s)

Answer :

This research was quantitative descriptive research aimed at investigating the potential
correlationbetween English language pronunciation self-concept and English language
learning.The participants of the present study included 100 university learners majoring in
TEFL, English literature, and English translation at Urmia University. The participants were
chosen at random ranging from freshman to juniors at B.A. level. In this study the total
sample size represents participants of both

There are two types of instruments were applied to collect research data in this research.
The first one is Xiuquan Zhu’s questionnaire (2005) in which Likert’s five-level scale is
employed. The second instruments are global English tests and pronunciation tests which
were administered to assess learners’ Englishproficiency and their pronunciation skill.To
gather necessary data, permission was sought from academic authorities of Urmia
University.In the present study, 100 volunteers are chosen among whom there were 50
female and 50 male students majoring TEFL, English literature, and English translation. The
majority of the participants had studied English for more than 4 years. The questionnaire
was distributed in the second semester of the academic year. Participants were provided
with the necessary instruction concerning the completion of the questionnaire.
Furthermore, the purpose of conducting the study was explained.The questionnaire
contained parts including the global English self-concept.

4. What where the findings?

State the result of the study. Were the research questions proved or disproved?

Answer :

The results of the present study indicates that all the sub-dimensions of global English
including reading, listening, grammar, and pronunciation self-concepts correlate to global
Englishself-concept. However, among the sub-dimensions, pronunciation plays a highly
remarkable rolewhich suggests that probability of any change of learners’ global self-
concept due to change inpronunciation self-concept is high. Regarding the relationship
between pronunciation self-conceptand actual performance of English, unlike the previous
findings the present study did not reveal and significant correlation between the two
variables

Article 5

The Relationship between Motivation and Pronunciation: A case of

Iranian EFL learners

Yousofi, N& Farjad, Z.N. (2015). The Relationship between Motivation and Pronunciation: A
case of Iranian EFL learners. 2(4), 249-262

1.What research question did the article attempt to answer?

Identify the research question(s) and,where relevant,any hypothesis tested.

Answer :

The following three questions guided the present study:

1.Is there any relationship between Iranian EFL learners’ motivation and
pronunciation?
2.Is there any relationship between different types of motivation (Integrative and
Instrumental) and pronunciation skill of these students?
3.Which group is more successful in acquiring perfect pronunciation

2.What was the motivation for study?

Describe the motivation for the research undertaken. If possible specify if (and how)it was a
replication and refinement of earliee research, an extension of prior research to fill an
existing gap in the literature, or attempt to break new ground, etc. Be specific. Name the
previous studies where appropriate.

Answer

The motivation of this study Inspired by numerous studies andcontradictory results, present
study is going to find the relationship between motivationand pronunciation, to compare
the effect of integrative and instrumental motivation onpronunciation skill of and to clarify
which group is more successful in acquiring perfect pronunciation.

3.What the methodology was used?

Identify the research methodology used to address the research question(s)

Answer :
This section introduces the method of the study, more specifically it describes the subjects
who participated in the study, the instrumentation, procedures, the scoring method design
and data analysis.

The participant in this study was the total number of 100 female students from language
institute in Karaj. The instrument of this study used pronunciation test and a
Questionnaire. The test took about 20 minutes. Each subjects’ responses were recorded and
then ratedand scored by professional raters. In scoring all subjects’ tests each subtest
received three scores, one for pronunciation, one for stress and one for intonation by three
raters.
4. What where the findings?

State the result of the study. Were the research questions proved or disproved?

Answer :

The result of the study proved that motivation is an underlying factor in

pronunciationachievement. It is true that in Socio-educational model of second language
acquisition integrative motivation is important.