RRL ENGLISH

Interpreted by Goodwin (2013), pronunciation is regarded as the accuracy gained in segmental

and suprasegmental features in speech (Ma, 2015). While segmental phonemes can be divided
into smaller segments such as vowels and consonants; suprasegmental features equip
segmental phonemes with different aspects that might change meaning in the forms including
intonation, stress, and rhythm.

Kirkova (2014) said that there are some functions of intonation such: Intonation enables us to
express emotions and attitudes as we speak: the attitudinal function of intonation. It means, to
show the politeness and also clarify the meaning of words. Then,it helps to produce the effect
of prominence on stressed syllables: the accentual function of intonation. In another words,
intonation can be used to give signal to the loistener from the speaker, it adds additional
meaning to the semantics of the statement.

Suprasegmental features involve aspects of speech such as stress, intonation, and rhythm.
Stress is identified as the marked element in a word or sentence, accomplished by changing the
pitch of the voice to longer, louder, or higher end. Depending on their properties as strong,
weak, or unstressed; they carry importance in the intelligibility since a variety of stress might
easily change the direction of the communication, causing breakdowns (Scribd, 2012).

Phonology encompasses the relationship between segmental and suprasegmental information

ponemes. Segments consist of vowels and consonants while suprasegmental features are
speech attributes that accompany consonants and vowels but which are not limited to single
sounds and often extend over syllables, words, or phrases [8]. Both segmental and
suprasegmental information provide useful information in spoken word recognition. ( Ashby
and Clifton )(2014)showed that stress information is indeed represented and activated in silent
reading of English words .

Phonological awareness is a segmental phonology skill, referring to the awareness of separable

sound units in speech and the ability to manipulate these. More recently, it has been shown
that suprasegmental phonology is associated with reading comprehension as well (e.g.,
Benjamin & Schwanenflugel, 2013).

The learners of English across the globe tend to practice English as a lingua franca (i.e.; ELF) as a
vehicle for intelligible communication (Reed & Michaud, 2011). In this vein, being able to
transfer propositions that are comprehensible enough diverts from the idea of having a
pronunciation level that is as close as possible to the native speakers of the target language.
The violations of suprasegmental features, on the other hand, may damage the communication,
implying that some violations are even considered impermissible by the native speakers
(Yurtbaşı, 2017).
Suprasegmental phonology refers to intonation patterns, stress placement and rhythm in
spoken language; also called prosody. To date, however, longitudinal studies combining
measures of both segmental and suprasegmental phonology, escpecially in older school
children, are scarce. Furthermore, there is some evidence that decoding is related to segmental
phonology Melby-Lervåg, Lyster, & Hulme, 2012.

Comprehension is considered as the essence of reading as it accounts for the process that
supports effective extraction of meaning from a written passage. Modern literacy standards
require that the students can self-modify, self-manage and self-monitor as a means to become
strategic readers who can select information from the text, develop rational and incorporate
critical reflection on the text while reading. In this instance, the students are required to be
provided with an extensive range of reading and writing activities that include effective reading
comprehension techniques (Alfallaj, 2011).

The practice of effective reading comprehension techniques is essential to enhance the extent
of comprehension among students and thus, language instructors are required to implement
adequate reading strategies to improve comprehension and facilitate critical thinking in
understanding complex texts. Reading comprehension is comprised of complicated factors;
mainly comprising of cognitive, linguistic and socio-cultural variables, due to which the
development of an effective reading strategy is difficult for language instructors (Alenizi, 2019;
Ismail & Tawalbeh, 2015).

DeBruin-Parecki et al. (2015) states that reading enables students to become independent in
comprehending complex text structures while improving their proficiency in academic and
professional skills. Successful readers tend to have a higher extent of comprehension as they
are able to create connection between different ideas, understand complex notions and reflect
on the information simultaneously while reading. Hence, educators are required to implement
educational strategies that promote critical thinking and pre-reading to develop comprehension
skills in students (Javed et al., 2015).

Similarly, reading should be considered as a strategy by the educators and authors so that it
can intrigue the readers attain related information from texts, improve their academic
vocabulary while engaging in critical reflection to promote comprehension (DeBruin-Parecki et
al., 2015). Glenberg (2017) implies that comprehension accounts as the ability to engage in
adequate response to the information provided in text.

REFERENCES

http://www.scribd.com/doc/78735765/Stress-Words
https://files.eric.ed.gov/fulltext/EJ124794.pdf

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4991552

https://repository.uir.ac.id/4348/5/bab2.pdf

Yurtbaşı, M. (2017). Correcting English learner’s suprasegmental errors. Global Journal of Foreign
Language Teaching, 7(4), 126-131.

Goodwin, J. (2013). Teaching pronunciation. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.),

Teaching English as a second or foreign language (4th ed, pp. 136-152). Boston, MA:National Geographic
Learning/Cengage Learning.