The Teaching of Pronunciation in the Efl Teachers'
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Date
2008-06
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Addis Ababa University
Abstract
The purpose of this descriptive study was to investigate the teaching of
pronunciation in the EFL teachers' training program in Addis Ababa
University. The attitudes of students and teachers towards pronunciation
and its teaching, the components of pronunciation the teaching materials
give precedence, the aims and presentation the procedures of pronunciation
lessons were the focus points of the inquiry. The attitudes of the respondents
(30% of the students and all the teachers) were determined by the data
collected though the questionnaire (Major tool) and the interview (supportive).
The material analysis was employed to evaluate the aims, procedures and the
feature of pronunciation given priority. The findings showed that the teaching
of pronunciation is in adequate and 'bottom-up' or structural in its approach
(i.e. it is not aimed at intelligible pronunciation). The results showed that
students exhibited a great desire for pronunciation; segmental features are
given more priority than prosodic features. The aims of most pronunciation
lessons focus only on recognition and accurate production of features.
Exposure procedure was ignored; and teachers adhere to the traditional
attitude that pronunciation should be taught atomistically (structural
approach). Finally possible remedial measures and similar inquiries in other
settings were recommended.
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Keywords
Pronunciation in the Efl