Browsing by Author "Abdul Malik Abbasi"

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    Phonetic Analysis of Lexical Stress in Sindhi
    (UMT, Lahore, 2016) Abdul Malik Abbasi
    This dissertation investigates the syllable structure and stress patterns of Sindhi words through the analysis of behavioral data from speech judgment experiments, and of acoustic data from speech production experiments, conducted with native speakers of Sindhi. There were three basic queries, the first of which was: What is the syllable structure? For this, a syllable judgment study was designed to explore syllable structure in Sindhi indigenous words and English loanwords. Syllable counts and syllabification judgments were elicited from native speakers for words presented in written format. This syllable judgment study sought to determine native speakers’ intuitions about the syllabification of Sindhi words in terms of the major principles: Sonority Sequencing Principle(SSP) and Maximal Onset Principle (MOP) of syllabification, and phonotactic constraints of the language, referencing to consonant clusters syllable-initially, -medially, and -finally. On the basis of the data, the study devised an algorithm for syllabification that illustrates how a Sindhi word is syllabified.
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    A phonetic-acoustic study of Sindhi-accented English for better English pronunciation
    (2012) Abdul Malik Abbasi
    The paper investigates the spoken English of Sindhi ESL learners through an acoustic and articulatory phonetics. The research examines the English consonants by articulatory techniques coupled with the spectrograms acoustically on Praati speech processing computer-developed software. The key purpose of the study is to analyze the consonantal sounds which are relatively problem-posing with particular reference to production by SESLii and to achieve an easy way out for ESL learners and ELTiii teachers for learn-ability and teach-ability respectively. The study tends to depend on articulatory-phonetic results as cited in data analysis; however, overall data include acoustic analysis, which have not been added to the body of the paper i.e. acoustic realizations. The current study illustrates eleven problem-posing English consonants based on the hypothesis as to why SESL articulate English sounds inaccurately. The study investigates that the phonetic variations occur because of the different sound systems of both languages and mother tongue influence with particular reference to phonetic and phonological differences. The research is carried out under the framework of Contrastive Analysis theory presented by Lado (1967). On account of the large number of students' enrollment from upper Sindh, the convenience/accidental sampling of the population was taken randomly from Cadet College Larkana Sindh, Pakistan.
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    A survey of teaching strategies in ESL classroom
    (Language in India, 2011-11-11) Abdul Malik Abbasi
    The study surveys as to what kind of teaching strategies are applied by English language teachers for the development of linguistic abilities of ESL learners at intermediate level in Pakistan. English language pedagogy keeps on exploring the ways and means of teaching second language in various strategic forms to ESL learners. The study focuses on the related analysis of English language teaching strategies applied by both Public sector and Private sector at intermediate level at District Jacobabad, Sindh, Pakistan. The study applies both quantitative and qualitative methods for data analysis. Participating subjects were 40 English language teachers of intermediate level of Public sector and Private sector schools and colleges. The ELT teachers were interviewed in details coupled with data via questionnaires. The evidence from the data manifests that the ELT teachers of public sector are more inclined to apply the teaching strategies of GTM (Grammar Translation Method) while Private sector teachers are interested in Communicative Teaching Approach Strategies. Furthermore, the study suggests that there is a great need to train and motivate Public sector teachers through workshops for applying Communicative Teaching Approach Strategies in their ESL context in order to make their ESL learners communicatively competent.