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|Title||Difficulties Facing English Department Juniors at IUG in Learning Intonation|
The purpose of the present study is to explore the difficulties that face IUG students in learning intonation in written and spoken contexts. Based on literature review, related studies thought to be important for the present study have been reviewed. The researcher applied two valid and reliable tools: a diagnostic test and an observation cards. The diagnostic test was basically designed to measure intonation learning difficulties in written contexts, while the observation cards was developed to measure intonation learning difficulties in spoken contexts. Two samples were chosen randomly to conduct at the current study. They consisted of 99 male and female junior students: Forty four (44) subjects were exposed to the diagnostic test. While fifty five (55) subjects were chosen for the observation cards. They previously attended the course "Phonetics and Phonology". The researcher adopted the descriptive and analytic method. The data were tested by Frequencies and Percentages, One sample t-test, Two Independent Sample t-t-tests and Cooper Coefficient method. Having analyzed the data, the following results were obtained: On applying a diagnostic written test, it is found that English junior students at IUG face areas of difficulties when learning intonation in the written contexts. During observation, it is noticed that English junior students at IUG face more serious difficulties when learning intonation in spoken contexts. In addition, it was found that students' awareness regarding the intonational functions in written contexts was better than their awareness in spoken contexts, and their awareness regarding the simple intonation pattern (Falling, Rising) was higher than that of the complex intonation pattern, (Falling-Rising, Rising-Falling). Their awareness regarding the intonational attitudal function was weak.
|Publisher||الجامعة الإسلامية - غزة|
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