The effect of teaching listening skills to improve student’s Pronunciation, a case study of schools in Jordan

    The effect of teaching listening skills to improve student’s Pronunciation, a case study of schools in Jordan

Introduction:

Spoken version was started numerous centuries ago, before the discovery of written version of language. Human beings as a social animal depends upon language to communicate with each other. Now a days, in many countries of the world, language of choice is English. It is supposed that many foreign languages are hard to understand and learning them is also a difficult task. English language is also one of them which is difficult to learn as well as difficult to teach. EFL (English foreign language learners) have a keen interest in Pronunciation as well as phonology.

( Dalton  & Seidlhofer, 1994; and Linguagem & Ensino, 2000). Pronunciation is a vital oral skills in addition to language  skills . Furthermore, they are defining requirements and describing their standards for communication skills (Linguagem & Ensino, 2000).  The use of   English language is increasing day by day in the world. For an instance, number of people are increasing who use English language to communicate electronically as well as for their academic texts and international business.

The most important oral communication skill is Pronunciation (Fraser, 2000). Pronunciation requires to be composed along with communication skills. (Miller, 2004). He highlights, EFL teachers in classrooms plays a vital part to develop skills in students. So, teachers in EFL completely understand the sound system of English language as well as working of English sound system. They should also understand why English sound system is different from other sound systems.

According to learners of EFL, the toughest skill to be developed is Pronunciation. In addition, Julia claims that Pronunciation is fundamental skill as well as it is the basis of oral communication learners whatever their level is (Julia, 2002). He highlights, there would be no oral communication as well as spoken or verbal language without Pronunciation. In Arab countries, it’s very significant to focus on educating Pronunciation that includes suprasegmentally as well as segmentally characteristics in English foreign language classrooms. The researchers aim to analyze as well as emphasize communication complications. Arabs face these problems due to pronunciation inefficiency

English learners of Arabs face difficulties in Pronunciation. (Kharma & Hajjaj, 1989; Rababah, 2003; Al-Fakhri, 2003; and Shaker, 2004). Arab EFL learners, Al Fakhri as well as shaker discovered that English students of Arabs face difficulties in Pronunciation that affect the abilities of students to communicate. These researchers specified that native Arabic EFL teachers often neglect teaching Pronunciation in their classes. Zughoul adds the aspects of phonology, for example, non-natural situation; EFL teachers less emphasize suprasegmentally feature in the class room. (Zughoul, 1997). Fraser pointed that the most challenging area for teachers and learners is Pronunciation (Fraser, 1999). According to Fraser, skill component is the factor that makes Pronunciation difficult to learn (Fraser 2000). Fraser addresses the common agreement between phonologists as well as psycholinguistics about the current complication. He claims that pronunciation complication is not physical rather than it is intellectual and cognitive.   A learner thinks about sounds of the words instead of Pronunciation of words. The researchers of this paper focused to overcome problem of Pronunciation in all over the educational consequences.

Literature review:

Hornby in augustinami stated that the way to speak a language or the way to pronounce a word is Pronunciation (2006). The definition of Pronunciation by O’cornnor is the technique to speak a language (1980). It’s the creation of phonemes that are according to standards for specific people. Furthermore, according to O’cornnor claims that organized sounds that differs from transcribed language is Pronunciation. On the basis of these statements, one can determine methods to pronounce the words is Pronunciation.

Pronunciation includes organized sounds created through airborne which develops by organ of speech. Tissue of articulation determine the sounds of words either they are clear, understandable or not. Additionally, Pronunciation is defined differently in American College dictionary; consequences of creating sounds of speech that includes inflection, articulation, accent, vowel formation as well as intonation, along with reference to acceptability and correctness of sounds of speech. In short, the way to pronounce words is Pronunciation. That’s why, in teaching pronunciation English teachers have to focus on essential features of system of sounds; consonants, vowels as well as semivowels.

Teaching English in the Arab world: 

Since 1920s, teaching English has been started in Arab world after the rule of British and French on different areas of region. (Al-Khatib, 2000).

Teaching pronunciation:

In ESL/EFL context, to teach Pronunciation is an imperative skill. After the analysis and revision of English teaching in world of Arabia, teaching pronunciation concentrates on following parts. These points are mentioned below:

What is Pronunciation?

Why is Pronunciation important?

What is role of teaching segmental and suprasegmentally Pronunciation features?

What is Pronunciation?

Dalton & seidholfer specified that production of sounds to create proper sense is Pronunciation. This contains consideration to specific language sounds i.e.  features of language further than level of discrete sound, segments that includes, stress, phrasing, , rhythm ( suprasegmentally aspects), timing, intonation,  voice quality ( projection of voice). According to broadest definition of Pronunciation, consideration to expressions as well as gestures that are related to technique of speaking a language. Dalton & seidholfer point of view is significant in defining the Pronunciation because it is utilized as an important part of code of specific language. Distinctive sounds of French, English as well as Thai can be disclosed. We may discourse about Pronunciation as creation as well as response of sounds in language. Sound is important due to its utilization to acquire meaning in contextual practice. To make communication possible, code usually combines with other important factors. One can discuss Pronunciation along with reference to performance of communication. According to Jenkins precise creation does not ensures signal meaning and lucidity.

The scientists agrees by the concept of Fraser that Pronunciation is also vital skill as compared to other skills such as pragmatics, grammar and vocabulary. Fraser (2000) claims that the vital oral communication skill is Pronunciation. It is considered that good Pronunciation is comprehensible in spite of deprived Pronunciation. Due to poor Pronunciation, it will be difficult to understand the speaker in spite of other areas accuracy. Speaker is affected by Pronunciation, if anyone judge the speaker (Fraser, 2000). Furthermore, the most difficult skill to be acquired can be considered Pronunciation. If people receive effective trainings they can pick up Pronunciation easily. Miller stated that the pronunciation complications lead to conversation breakdown (Miller, 2004). She mentions that teaching pronunciation is important which can be balanced with further language skills.

The importance of segmental and suprasegmentally aspects of Pronunciation

Suprasegmentally as well as segmental features of Pronunciation are opposite to one another if we learn both as important part of verbal linguistic. Roach explains that significant suprasegmental aspects of speech are loudness, voice quality, pitch, and tempo etc. The study of these aspects is mentioned as the study of prosody. Roach stated that intonation and stress are considered as suprasegmental aspects that forms basis for significant functions. The comprehensive details of these features are mentioned below:

The suprasegmental features

Stress

Adult Migrant English center defines stress (2002, p.1). According to AMEC, stress refers to distinction provided towards specific syllables in a word or specific words syllables within utterances or sounds. It is indicated by force, volume, and change in pitches as well as length of syllable. Sometimes the place where we notice non-verbal communication such as hand movement or other gestures when we observe conversation of someone. There are different level of stress. First level of stress is word level that contains words with multisyllables and one of them is stressed. Sentence level is the second level of stress where more significant words are to be stressed. Contrastive stress is third level in which most significant words carry more stress.

 Intonation

Intonation is melody of speech and is analyzed in terms of changes in pitch (Roach, 2001, p.33). He stated that intonation can be used by speakers to ask questions or various types of utterances. Adult Migrant English Center put great emphasis on intonation as well as change of pitch because it is important feature of signaling the meaning of speaker especially interpersonal approaches. Furthermore, Adult Migrant English Center claims that intonation patterns are language specific; learners require to attain new patterns for English to avoid incorrect transfer from their native language.

The segmental features

According to Spencer, segment means distinct sounds phonemes (spencer, 1996). These phonemes have potential to produce a meaning. The phenomes may be vowels, consonants or diphthongs that contains sounds of two vowels in it, triphthongs that consist of sounds of three vowels. The consonants vary from each other in reference to different attributes such as place of articulation or pattern of articulation and either these are voiceless or not.

Teaching Pronunciation in the EFL Arabic classroom:

Arabs taught English since many years ago, but they don’t focus on Pronunciation. Different researchers have highlighted this point that includes Zughoul (1977); Kharma & Hajjaj (1989); Wahba (1998); Rababah (2003); Al-Fakhri (2003); and Shaker (2004).  Al-Fakhri (2003) stated that teachers in EFL Arabic classrooms consider Pronunciation less important as compared to further language skills. Researcher has commented on the assessment process such as teachers only focus on writing or reading in annual exams. Teachers have not focused on Pronunciation and they have not taught their students about Pronunciation.

A research was conducted on students of Arabs who learns English and their backgrounds were different such as Yemen, Iraq as well as Libya. Arab English teachers do not focus on communication and Pronunciation in class room (Shaker, 2004). Arabs English learners have limited opportunities for learning English because they have traditional method to learn. Teachers in the classrooms are native Arabic and they lack target language as well as Pronunciation like native English. (Rababah, 2003). Researchers found that ignorance on Pronunciation is not only based in EFL classrooms of Arabs but it is also ignored in ESL classrooms of those countries where English is not a first language. Fraser claims that most of the teachers in EFL classrooms of Arabs do not teach Pronunciation effectively and are not confident as well (Fraser, 2000). He has explained the reason of this lack of confidence in EFL teachers. According to Fraser, lack of confidence in EFL teachers is due to the lack of proper training to teach the Pronunciation. Moreover, standard methods to teach Pronunciation are less effective.

The researcher was one of the EFL teacher who didn’t take proper training to teach Pronunciation at university. Fraser (2000) claims that teaching English language is better and it will have a positive effect on Pronunciation of the learner. According to researchers, not only teachers are responsible for Pronunciation of students, rather than university or schools should be a part to improve the Pronunciation of students by providing proper equipment’s to the teachers to teach Pronunciation effectively. These equipment’s includes videos or cassette recorders. Due to the shortage of equipment’s, teachers read the material by themselves and didn’t realize their mistakes in reading context. These factors prevent the English learners from being uncovered to target spoken language by speakers who are native English.

The impact of Pronunciation in the communication process:

Pronunciation is one of the basic oral communication skill as well as it is the fundamental skill among EFL learners at various levels (Julia, 2002). But the question arises what is good Pronunciation? According to Cruttenden, to produce connected speech that is to produce more than one word continuously is a good pronunciation. Broughton et al. (1978) to Shen (2001) in Julia (2002) conducted researches that shows, good Pronunciation does not require full functional communication. One can realize the importance of Pronunciation in communication as sub branches of pronunciated prevents the students from successful communication.

Statement of problem

Hypothesis

The important step in research is hypothesis testing which proves either the hypothesis is accepted or rejected. The hypothesis are given below:

Ho: There is no significant influence of teaching listening skills toward improvement of students’ pronunciation ability at government schools in Jordan.

H1: There is significant influence of teaching listening skills toward improvement of students’ pronunciation ability at government schools in Jordan.

Methodology:

The research method designed for this study was experimental research. The research in which researcher manipulates the independent variable is known as experimental research. The purpose of this research is to find out cause as well as effect relationships (Johnson and Christensen, 2000). So the basic aim of this study is to explore the association between cause as well as effect, and how far this association retains by giving specific treatment to control class and experimental class.

The participants were the students of government schools of Jordan. Sampling technique was used to collect data. Total students were two hundred. All the students were divided into two classes. Pretest and posttest control groups design were applied. The design involved two groups, formed by casual assignments. Both groups were directed a pretest of dependent variable. One of the groups received unusual treatment and scores of posttest were compared to determine the efficiency of treatment (Gay, 1991).

Discussion:

At the start of research, the pronunciation ability of control group and experimental groups were same. These abilities are concluded by the mean score of pretests of control group as well as experimental group. It shows that no significant change in pronunciation ability in both types of groups. By analyzing the results of posttests, it is concluded that there is huge difference between the ability of Pronunciation before teaching listening skills as well as after teaching listening skills. The mean pronunciation score of experimental group is   higher than the score of control group. The score of experimental group was 65.588 while the score of control group was 58.412. It proves that teaching listening skill is very effective to improve the pronunciation ability of student.

Conclusion, Implication and suggestion

Conclusion of this study are based on observation, data analysis, discussion and results of the research. The conclusion which are drawn through this experimental research are:

Teaching listening skills plays an important role in improvement of student’s pronunciation skills. We can analyze this by the result of hypothesis testing. The results obtained are as follows t obtained is 6.236 while t table is 2.04.That’s why, null hypothesis Ho is rejected while alternative hypothesis (H1) is accepted.

Bases on these experiences researches suggests some valuable suggestion to teachers of EFL classrooms which are as follows:

An English teacher who is teaching Pronunciation should have ability to teach Pronunciation in creative way and he should know creative techniques that are used in class room activities. Don’t use boring and monotonous techniques to teach Pronunciation, students may lose interest due to monotonous techniques. Try to use many techniques to make the pronunciation class interesting for students.

An English teacher should also focus on his own Pronunciation to avoid mistakes in pronunciation class. It is very important factor, students will copy the teacher and will make same mistakes and errors. Oxford dictionaries as well as digital dictionaries are good method to correct the pronunciation mistakes of students. Further researches are also being conducted to develop an effective method to teach Pronunciation.