The Role of Phonology in Teaching Pronunciation: Teachers’ Perception, Practice and Challenges

Authors

  • Tadesse W/Gebreal Baymot Department of English Language and Literature, University of Gondar, Gondar, Ethiopia

DOI:

https://doi.org/10.20372/ajbs.2022.7.2.708

Abstract

The main objective of this study was to assess the role of phonology in teaching pronunciation in EFL classrooms. The participants of the study were 42 grade nine English teachers and 151 students from Angereb, Azezo, Edget Feleg, Fasiledes, Hidar 11, and Shinta General Secondary Schools of Gondar town. Questionnaires, observation, and focus group discussions were used to gather data. A descriptive survey research design was employed. The study also employed a mixed research method. In analyzing the quantitative data, statistical techniques of percentage, frequency count, mean, standard deviation, and one-sample t-test were employed. The qualitative data were categorized and analyzed thematically. The result revealed that the teachers were not implementing their knowledge of phonology when they are teaching pronunciation lessons found in grade nine English textbook. However, their perception was found to be positive although a statistically significant difference was not observed. Students’ mother tongue interference, lack of motivation, lack of exposure to the target language, giving little attention to pronunciation lessons, scarcity of necessary resources to teach pronunciation, and the mismatch between English spelling systems and pronunciation were mentioned as stumbling blocks to put into practice teachers’ knowledge of phonology in teaching pronunciation. This paper concluded that English language instruction seems to be left without significant attention to the teaching of pronunciation components at segmental and supra segmental levels in such a way that no guidance is provided as to what to teach, what to focus on most, and how to teach them. Thus, Teachers need more practical training on the application of phonology when they teach pronunciation.

Keywords:

phonology, pronunciation, segmental, supra segmental, speaking

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Published

2022-12-31

How to Cite

Baymot, T. W. . (2022). The Role of Phonology in Teaching Pronunciation: Teachers’ Perception, Practice and Challenges. Abyssinia Journal of Business and Social Sciences, 7(2), 13–23. https://doi.org/10.20372/ajbs.2022.7.2.708

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Original Research Articles