Teaching of wrong English pronunciation at school
level in KPK.
Abstract.
Teaching of wrong
pronunciation at the school level has been one of the problems associated with
the teaching of English language at the school level. Very few efforts have
been made in this regard to bring forth the weak areas in the methodology of
teaching English at the school level which leads to the learning of the wrong pronunciation
of English language. The present study aims at highlighting the factors behind
the problem and brings forth the pitfalls in the teaching methodology. Findings
of the study will be very helpful for curriculum designers in future.
Introduction.
Correct pronunciation
is of key importance in learning of any language. Wrong pronunciation of words
results into misinterpretation by the listener and sometimes creates serious
confusions. Students learning second language (L2) often face the problem of
exact pronunciation; it is especially true of Pakistani students learning
English. English has been a compulsory part of our curriculum but yet we don’t
see the desired progress in its learning. There a score of factors behind the
said incompetence, but one of the problems is the teaching of wrong pronunciation
of English at the school level. Teaching of wrong pronunciation results into
their habit formation and tell upon their learning of English to a large
extent.
The problem is not
uniformly prevalent throughout the Pakistan; it varies from area to area.
Students of one area may be efficient in learning exact pronunciation whereas
those of the other area will lack in it. The influence of their mother tongue
(L1) , availability of media with L2 contents and most importantly the
availability of trained teachers to teach correct pronunciation matters a lot.
The current study will
keep its focus on the teaching of wrong pronunciation at school level in Khyber Pukhtoonkhwa. The study will keep in focus the following
research questions.
Research Questions.
· Are
the teachers themselves well versed in phonetics and phonology?
· To
what extent students L1 influence hampers their acquisition of English
pronunciation?
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