Jane Setter | University of Reading (original) (raw)

Papers by Jane Setter

International Journal of Linguistics and Translation Studies, Dec 31, 2023

INTRODUCTION Arabic dialects differ from Standard Arabic and from each other in their phonetic, p... more INTRODUCTION Arabic dialects differ from Standard Arabic and from each other in their phonetic, phonological, syntactic, and lexical systems (Zaidan & Callison-Burch, 2014). Arabic dialects are mainly used in a spoken form for day-today interactions, whereas Standard Arabic is the official written form that is taught at schools and is used for formal settings, such as the news

Edinburgh University Press eBooks, Aug 31, 2010

Cambridge University Press eBooks, Nov 30, 2021

Routledge eBooks, Apr 27, 2018

Cambridge University Press eBooks, Sep 1, 2021

Phonetics - the study and classification of speech sounds - is a major sub-discipline of linguist... more Phonetics - the study and classification of speech sounds - is a major sub-discipline of linguistics. Bringing together a team of internationally renowned phoneticians, this handbook provides comprehensive coverage of the most recent, cutting-edge work in the field, and focuses on the most widely-debated contemporary issues. Chapters are divided into five thematic areas: segmental production, prosodic production, measuring speech, audition and perception, and applications of phonetics. Each chapter presents an historical overview of the area, along with critical issues, current research and advice on the best practice for teaching phonetics to undergraduates. It brings together global perspectives, and includes examples from a wide range of languages, allowing readers to extend their knowledge beyond English. By providing both state-of-the-art research information, and an appreciation of how it can be shared with students, this handbook is essential both for academic phoneticians, and anyone with an interest in this exciting, rapidly developing field.

英語音声学 : 学術論文集, Dec 1, 2013

Language Problems and Language Planning, Jul 3, 2023

This chapter discusses the notion of stress and prominence in World Englishes, with a focus on Ma... more This chapter discusses the notion of stress and prominence in World Englishes, with a focus on Malay English (ME), a sub-variety of Malaysian English (MalE), and is based on a larger study (Mat Nayan, 2012) which examined the prosodic features of Malay Speakers of English (MSEs). In this chapter, three inter-related aspects of stress and prominence are discussed: (i) the fluidity of the tonic syllable (i.e., the main stressed syllable in a tone unit); (ii) the shift of the tonic syllable towards the final syllable in a tone unit; and (iii) the difficulty in identifying the tonic syllable using paradigms for other varieties of English. The motivation for this research is to consider the role of stress and prominence in intelligibility in World Englishes. Based on the findings, what can be seen in the MSE data is that the notion of stress in ME is different to that of Standard Southern British English (SSBE). In comparison to other Asian Englishes in the region, ME does share similar features, such as the shift towards the final syllable, but it also has more distinct features such as the fluidity of the tonic syllable. This implies that stress and prominence in ME may lead to difficulties in intelligibility for some speakers of English, but not necessarily for those using varieties spoken in the region. While some studies have suggested that the prosodic features of ME could be an influence from L1, i.e., the Malay language as it is spoken in Malaysia, more substantial and robust studies need to be conducted to prove this. What can be said though is that the notion of stress and prominence is an ambiguous and complex area that needs further investigation.

The way we speak is bound up with our identity. Your Voice Speaks Volumes looks at why we speak t... more The way we speak is bound up with our identity. Your Voice Speaks Volumes looks at why we speak the way we do, how English regional accents came into being, what the voice and the way we speak tell others about us, how our voices represent us, and what some of the misconceptions and prejudices about speech and the speaker are. Using a combination of interviews, references to the media, information from recent research and semi-factual scenarios, it considers how our speech features develop, why we feel such loyalty to our accent communities, how the voice can be used in criminal evidence, what technologies are being developed to support those unable to speak, and how the way we speak helps us wear different social and professional hats. Interviews with professional voice users and transgender speakers demonstrate the importance of the voice in representing who people are and how they want to be perceived. Links to online materials allow the reader to experience some of the features of speech covered. The book concludes with a chapter looking at some issues of speaking English in a global context.

Routledge eBooks, Jan 10, 2023

Oxford University Press, Oct 26, 2021

English is an international language, spoken by far more non-native speakers than native speakers... more English is an international language, spoken by far more non-native speakers than native speakers and in a wide variety of accents. Pronunciation skills are vital to successful communication in English. The aim of pronunciation teaching for learners of English today is international intelligibility—an achievable and relevant goal. International intelligibility can be taught by focusing on the pronunciation features contained in the Lingua Franca Core (LFC), a list of priorities for teaching pronunciation in English. This can be followed up with work targeting learners’ more specific pronunciation goals, including any specific accent they may aspire to. This approach to pronunciation teaching prepares learners for international interactions by exposing them to multiple accents and helping them be intelligible to people from other language backgrounds. It makes use of the learners’ first language as a means of interpreting and categorizing new language. Pronunciation teaching is best integrated with other language skills and can have a positive impact on speaking, listening, vocabulary learning, and reading. Digital technologies can provide useful tools for learners and teachers, and learners will benefit from teachers’ guidance on how to select and use apps and other online resources for pronunciation work. Learners’ pronunciation can be assessed in the classroom, using various methods for diagnostic and progress testing. Teachers can also provide the immediate corrective feedback that is so beneficial for the development of pronunciation skills. Teachers commonly express a lack of confidence in teaching pronunciation. This can be counteracted through continuing professional development, which will familiarize teachers with the concept of international intelligibility, deepen their knowledge of pronunciation, and help them make links between theory and practice

Students in the second year of their BA in English Language at the University of Reading undertak... more Students in the second year of their BA in English Language at the University of Reading undertake a module called English Phonology, part of which is devoted to broad phonetic transcription. This paper describes the process through which student engagement is currently developing a pre-module event to prepare students for sounds, symbols and transcription. As part of the assessment for the module, students undertake an in-class dictation test in which they are expected to transcribe a passage using broad phonetic transcription. This part of the assessment is worth 30% of the module mark, and includes aspects of connected speech (assimilation, elision, coalescence and r-liaison) and the indication of intonation patterns. The course text for this module is Roach's English Phonetics and Phonology (3) and the transcription conventions observed are from this text. The module tutor delivers the dictation, which is in an accent often described as Southern Standard British English (SSB...

This book is a collection of papers that represent research in Malaysia focusing on segmental and... more This book is a collection of papers that represent research in Malaysia focusing on segmental and suprasegmental phonology. Most of the authors were presenters or participants at the one-day seminar on Speech Research in a Malaysian Context that was organized on 24 July 2017 at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia. The seminar was part of a series of events in the Intonation Workshop Series 2017, a training activity that was supported by the Newton Mobility Grant 2016 RD1 Fellowship for research and training: Intonation in Malay and in Malaysia (Project Code: NG160107) that was awarded by the British Academy to the editors of this volume. The project had three aims: to support the development of analytical skills in intonation among academics in Malaysia; to train them in the intonation in English, a well-documented language, as a framework for describing intonation in other languages; and to initiate a full-scale investigation of the intonati...

Journal of the International Phonetic Association, 2005

“Flipped learning” was used to spend less classroom time on theory and more time on the practice ... more “Flipped learning” was used to spend less classroom time on theory and more time on the practice and development of broad phonetic transcription skills in undergraduate and postgraduate English phonetics and phonology lectures. The undergraduate classes comprise home students for whom English is their first language, whereas the postgraduate classes comprise largely overseas students for whom English is a second or foreign language. The data are for two separate year groups in each case and compare performance in two different transcription passages each used in flipped and non-flipped years. The results show general improvement in the final dictation assessment for both groups in flipped years compared with non-flipped years, although there is more improvement for the undergraduates than for the postgraduates for one of the passages and, in the other, the postgraduate marks worsened. This finding is discussed in terms of individual and group learning styles.

The Journal of Educational Innovation, Partnership and Change, 2018

The pedagogic landscape in Higher Education has certainly witnessed change in recent years and in... more The pedagogic landscape in Higher Education has certainly witnessed change in recent years and involving students as partners in aspects of degree-programme development is part of that change. Darling-Hammond (2009) described how educational systems internationally are changing priorities to enable students to "cope with complexity, use new technologies, and work cooperatively to frame and solve novel problems" (p. 45). Zhao (2011) asserts that it is vital to engage students as partners in change, giving them an active hand in programme design, to enable students to develop into creative individuals who leave education with much more than just an academic qualification; it is an "authentic way to develop professional skills" (Giles et al., 2004, p. 681) as well as an opportunity to develop a positive and autonomous approach to lifelong learning. The case study which follows involved students' working cooperatively with each other and with staff in a school of...

Applied Linguistics, 2017

25 Anos De Linguistica En Espana Recurso Electronico Hitos Y Retos 25 Years Os Applied Linguistics in Spain Milestones and Challenges 2008 Isbn 978 84 8371 714 1 Pags 447 457, 2008

This study examined the Arabic L2 learners' ability to perceive and produce the emphatic sounds /... more This study examined the Arabic L2 learners' ability to perceive and produce the emphatic sounds /sˤ/, /ðˤ/, /dˤ/, and /tˤ/. Specifically, the study explored the effects of traditional-based and technology-based instruction in enhancing learners' perception and production of these sounds. Data were collected from forced-choice identification tasks and audio recordings taken during pre-and post-test conditions. The results revealed that the emphatic sounds posed a considerable amount of perception and production difficulties to L2 learners of Arabic. Additionally, there were significant improvements among all participants after the traditional and technological training courses and that the difference in the outcome between the two teaching methods was not significant.