An Investigation of The Present Status of EFL Pronunciation Teaching (A Case Study: Faculties of Education&Arts-The Red Sea University)

An Investigation of the Present Status of EFL Pronunciation
Teaching
(A case study: Faculties of Education&Arts-The Red Sea University)
1. Amin Mohammed Ahmed Mohy Eldin, Associate propfessor ELT, Faculty of

AnSea
Education, Red Investigation
university. of the Present Status of EFL :‫ﺍﻟﻌﻨﻮﺍﻥ‬
Pronunciation Teaching: A Case Study Faculties of
Education & Arts-The Red Sea University
Abstract
‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮ ﺍﻷﺣﻤﺮ ﻟﻠﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬ :‫ﺍﻟﻤﺼﺪﺭ‬
The purpose of this study is to investigate the teaching of pronunciation in the EFL students’
‫ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮ ﺍﻷﺣﻤﺮ‬ :‫ﺍﻟﻨﺎﺷﺮ‬
courses at the Red Sea University. The researcher has adopted the descriptive analytic method.
Mohy Eldin, Amin Mohammed Ahmed :‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‬
The data were collected through a questionnaire and an interview. The findings showed that
2‫ﻉ‬ :‫ﺍﻟﻌﺪﺩ‬/‫ﺍﻟﻤﺠﻠﺪ‬
the teaching of pronunciation is inadequate and bottom-up or structural in its approach. (i.e.
‫ﻧﻌﻢ‬ :‫ﻣﺤﻜﻤﺔ‬
it does not aim at intelligible pronunciation) . Moreover, they showed that students exhibited
2016 :‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‬
great desire for pronunciation, segmental features were given more priority than prosodic
‫ﺩﻳﺴﻤﺒﺮ‬
features. Exposure procedure was ignored and teachers adhere :‫ﺍﻟﺸﻬﺮ‬
to the traditional attitude that
31 - 66
pronunciation should be taught atomistically (structural approach). Finally, possible:‫ﺍﻟﺼﻔﺤﺎﺕ‬
remedial
962398
measures such as teachers’ training, revising Phonetics Books :MD ‫ﺭﻗﻢ‬
used and similar investigations
in other settings were recommended. ‫ﺑﺤﻮﺙ ﻭﻣﻘﺎﻻﺕ‬ :‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‬
English :‫ﺍﻟﻠﻐﺔ‬
‫مستلخص‬
AraBase, HumanIndex :‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
.‫تهدف هذه الدراسة اىل البحث يف تدريس النطق يف اللغة االجنليزية كلغة أجنبية يف مقررات الطالب يف جامعة البحر األمحر‬
‫ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬،‫ ﺗﺪﺭﻳﺲ ﺍﻟﻨﻄﻖ‬،‫ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬ :‫ﻣﻮﺍﺿﻴﻊ‬
‫ أظهرت نتائج الدراسة أن تدريس النطق‬.‫ مجعت البيانات من خالل أداتي اإلستبانة واملقابلة‬.‫تبنى الباحث املنهج الوصفي التحليلي‬
http://search.mandumah.com/Record/962398 :‫ﺭﺍﺑﻂ‬
‫ عالوة على ذلك أظهرت نتائج الدراسة أن‬.)‫غري كايف ويستخدم الطريقة الرتكيبية (أي أنه ال يهدف اىل نطق واضح ومفهوم‬
‫ مت جتاهل تعريض الطالب للغة‬.‫الطالب أبدو رغبة عظيمة للنطق وأن السمات القطعية أعطيت أولوية أكرب من السمات فوقطعية‬
‫ أوصت الدراسة‬.‫االجنليزية املنطوقه وأن االساتذة إلتزموا باملوقف التقليدي بأن النطق ينبغي أن يدرس بإتباع الطريقة الرتكيبية‬
‫ مراجعة كتب الصوتيات املستخدمة وإجراء حبوث مشابهه يف‬،‫يف النهاية بإختاذ اإلجراءات العالجية املمكنة مثل تدريب األساتذة‬
.)‫بيئات أخرى (يف جامعات أخرى‬
.‫ ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‬.‫ ﺍﻟﻤﻨﻈﻮﻣﺔ‬2022 ©
‫ ﻳﻤﻜﻨﻚ‬.‫ ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‬،‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬
‫ ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ‬،‫ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‬
.‫ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺍﻟﻤﻨﻈﻮﻣﺔ‬
Red Sea University Journal Human Science, Vol.(2) Desmber- 2016 ISSN: 1858- 7682 (Online) ISSN: 1858- 7666 (Print) 31
Teaching

‫ﺍﻹﺳﺘﺸﻬﺎﺩ‬ ‫ﻟﻺﺳﺘﺸﻬﺎﺩ ﺑﻬﺬﺍ ﺍﻟﺒﺤﺚ ﻗﻢ ﺑﻨﺴﺦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺣﺴﺐ ﺇﺳﻠﻮﺏ‬
Education, Red Sea university.
:‫ﺍﻟﻤﻄﻠﻮﺏ‬
Abstract APA ‫ﺇﺳﻠﻮﺏ‬

Mohy Eldin، A. M. A. (2016). An Investigation of the Present Status of
-EFL Pronunciation Teaching: A Case Study Faculties of Education & Arts
courses
، 31 - 2‫ﻉ‬at،‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬
the Red Sea‫ﻟﻠﻌﻠﻮﻡ‬
University. The‫ﺍﻟﺒﺤﺮ‬
‫ﺍﻷﺣﻤﺮ‬ researcher
‫ﺟﺎﻣﻌﺔ‬has‫ﻣﺠﻠﺔ‬
adopted
Thethe descriptive
Red analytic method.
Sea University.
962398/Record/com.mandumah.search//:http
The data were collected through a questionnaire and an interview.‫ﻣﻦ‬The‫ﻣﺴﺘﺮﺟﻊ‬ .66 that
findings showed
MLA ‫ﺇﺳﻠﻮﺏ‬
Mohy Eldin، Amin Mohammed Ahmed. "An Investigation of the Present
Status
it does not aim atof EFL Pronunciation
intelligible Teaching:
pronunciation) . Moreover,Athey
Case Study
showed Faculties
that of
students exhibited
‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮ ﺍﻷﺣﻤﺮ ﻟﻠﻌﻠﻮﻡ‬Education & Arts-The Red Sea University."
‫ ﻣﺴﺘﺮﺟﻊ ﻣﻦ‬.66 - 31 :(2016) 2‫ﺍﻹﻧﺴﺎﻧﻴﺔﻉ‬
features. Exposure procedure was ignored and teachers adhere to the traditional attitude that
http://search.mandumah.com/Record/962398
pronunciation should be taught atomistically (structural approach). Finally, possible remedial
measures such as teachers’ training, revising Phonetics Books used and similar investigations
in other settings were recommended.
‫مستلخص‬
.‫ ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‬.‫ ﺍﻟﻤﻨﻈﻮﻣﺔ‬2022 ©
‫ ﻳﻤﻜﻨﻚ‬.‫ ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‬،‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬
‫ ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ‬،‫ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‬
.‫ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺍﻟﻤﻨﻈﻮﻣﺔ‬
Teaching

Education, Red Sea university.
Abstract
courses at the Red Sea University. The researcher has adopted the descriptive analytic method.
The data were collected through a questionnaire and an interview. The findings showed that
it does not aim at intelligible pronunciation) . Moreover, they showed that students exhibited
features. Exposure procedure was ignored and teachers adhere to the traditional attitude that
pronunciation should be taught atomistically (structural approach). Finally, possible remedial
measures such as teachers’ training, revising Phonetics Books used and similar investigations
in other settings were recommended.
‫مستلخص‬
An Investigation of the Present Status of EFL Pronunciation Teaching Amin Mohammed Ahmed Mohy Eldin
1.1 Background of the Study era (Ibid). Hedge (2000:208), for

The EFL instruction nowadays instance, noted “it is worth spending
is observed to give intelligible time giving separate consideration
pronunciation. Speaking English to the phonological aspects of
competently requires the ability learning English as perspectives on
to produce its sounds intelligibly these have broadened and changed
Harmer, (2001). The conscious in recent years”. The coming of the
awareness of pronunciation features communicative approach, with its
that can obviously be used by a interest in the use of language in
competent speaker helps with listening discourse, has been accompanied by
competently (Hedge, 2000; Lynch, a shift of emphasis in pronunciation
1983). Therefore, teaching intelligible teaching of supra-segmental and
pronunciation addresses the aspects of connected speech such
communicative needs of the learners. as sentence stress, rhythm, and
The development of pronunciation intonation (Hedge, 2000; Morley,
teaching starting all the way from 1991). This development of
the traditional approach to the pronunciation teaching overtime
current communicative language has brought the increasing
teaching has shown a significant awareness of its communicative
change of interest. Richards and function (Richards and Renandya,
Renandya (2002) noted that it had 2002). Therefore, the present day
almost no place and significance EFL instruction claims adequate
in the grammar translation treatment of pronunciation as part of
method. Direct and Audio lingual its communicative objectives.
methods treated pronunciation in a The contemporary concern of
discrete and narrow way (Morley, pronunciation has brought about
1991). Pronunciation teaching new principles to be addressed in its
has broadened with significant teaching. These include a) aiming
consideration in the communicative at intelligibility, b) pronunciation
32 Red Sea University Journal Human Science, Vol.(2) Desmber- 2016 ISSN: 1858- 7682 (Online) ISSN: 1858- 7666 (Print)
as an essential component of with intelligible pronunciation.

communication, c) including Taylor (1993) witnessed that some
segmental and supra-segmental (with foreign language speakers of English
more focus on suprasegmentals), d) with high levels of proficiency in
meaningful and contextual manner other areas of the language are
of teaching it (Dalton and Seidlhofer, seen to be posed constantly to
1994). However, many English repeat their speech because of their
language programs are still defective poor pronunciation, they are then
for they do not incorporate the current rated unintelligible. Therefore, it
perspective of pronunciation teaching is difficult to guarantee effective
within their instruction (Richards and communication and proficiency
Renandya, 2002). The primary reason without intelligible pronunciation.
here is that several language teachers 1.2 Statement of the Problem
still believe that pronunciation The problem of teaching intelligible
should be given a peripheral place; pronunciation in Sudan is reflected in
and they adhere to the traditional the works of some researchers. For
attitude (Harmer, 2001). Moreover, example, Geremew, (2003) studied
pronunciation aspects are taught in that the coverage given to English
isolation which is a typical traditional pronunciation in primary schools is
approach of pronunciation teaching negligible. Anegagregn, (2007) also
(Brown, 1992; Hedge, 2000). found out that the overall status of
This challenge, thus, contributes to pronunciation teaching in secondary
the failure of many English language school EFL instruction is far less
learners in communication as it emphasized and the awareness
fails to respond to the needs of the of teachers about the teaching of
learners. (Brown, 1992). Morley comprehensible pronunciation
(1991) also noted that different is very little. In addition, the
organizations and enterprises require researcher’s personal experience as
employees’ fluent speaking ability a teacher of English at the Red Sea
University rendered the opportunity investigate the status of teaching

to observe the situation very closely pronunciation in the faculties of
that many students complain that Education and Humanities at the
they faced communication problems Red Sea University.
partly because of pronunciation. For b. Determining the attitudes of
these reasons, the researcher will teachers and students towards
study the status of pronunciation pronunciation teaching.
teaching at the Red Sea University. C. Identifying the component of
The researcher’s keen interest to pronunciation given priority.
study the problem at the tertiary level d. Assessing the procedures of the
is for the reason that no similar study teaching materials used to present
has so far been done at this level to pronunciation topics.
the researcher’s knowledge. Thus, e. Identifying the predominant aim
the researcher will study the problem of pronunciation topics.
in the faculties of Education and the 1.4 Research Questions
faculty of Arts and Humanities at the The questions of this research are:
Red Sea University. i. What are the attitudes of students
This particular study will try to see towards pronunciation?
the problem from two important ii. What are the attitudes of teachers
perspectives. Attitude and approach towards pronunciation and its
are the areas of concern. Therefore, the teaching?
attitude of English language instructors iii. Which pronunciation feature is
and students towards pronunciation, given priority?
the component of pronunciation given iv. What are the procedures used to
priority, the aim and the procedure of present pronunciation topics?
presentation of the teaching materials v. What is the predominant aim of
are specific areas of concern. pronunciation topics?
1.3 Objectives of the Study 1.5 Significance of the Study
a. The purpose of this study is to The researcher believes that this study
is relevant for the following reason: teachers and students, the component
• The results of the study can help of pronunciation given priority, the
realize problems and causes in presentation procedures and the aims
pronunciation teaching at the Red Sea of pronunciation topics. The sources
University, so that remedial measures of the data will be Phonetics courses
may be instituted by concerted for teachers and students and the
efforts to improve the outcome of materials used to teach are Phonetics
EFL instruction because intelligible I and II within which pronunciation
pronunciation is a necessary part of topics are included explicitly.
language proficiency as indicated by 2. Method of Research and
a number of authorities. Procedure
• More specifically, the findings of the 2.1 Method of Research
study can serve as an input to the decisions The descriptive analytical method
that practitioners and material writers of research is used in this study.
make to address the needs of students for Descriptive method of research is a
comprehensible pronunciation. fact finding study with adequate and
• The research can also suggests other accurate interpretation of the findings,
researchers make similar inquiries in Creswell, J. (2003). It describes what
other institutions to verify, amplify, is; and it describes with emphasis what
or negate the findings of the study. actually exists: current conditions,
1.6 The Scope and practices, situations, or any phenomena
Delimitation of the Study (ibid). Since the present study is
This study will be conducted to concerned with the present status of
determine the status of teaching the teaching of pronunciation in the
pronunciation in the faculties of faculties of Education and Arts at the
Education and the faculty of Arts Red Sea University, the descriptive
and Humanities at the Red Sea method of research is an appropriate
University. The aspects under method of use.
investigation are the attitudes of
2.2 Study Subjects and research is a descriptive study, the

Sampling Design survey and material analysis are the
The subjects of this study are the most appropriate methods to use in
students of the faculties of Education gathering data, Creswell, J. (2003).
in Port Sudan and Jabeit and the 2.3.1 The Questionnaire
faculty of Arts whose English Attitudes can be measured using
Language is their major. The total a questionnaire, Gall etal. (1996).
number of them is 320. From these Hence, the questionnaire is used to
30% was selected with a stratified measure attitudes of the teachers and
random sampling technique as the students towards pronunciation
a representative sample with a and its teaching. After reading and
proportional size from every semester studying samples of questionnaires
(i.e. a total of 96 respondents). from some related studies, the
The questionnaire was distributed researcher prepared his own
to the students and 94 copies of the questionnaire separately for the
questionnaire were retrieved. There teachers and the students.
were five instructors giving Phonetics For validation purposes, the
courses. All of them were selected. questionnaire was given to four
In addition, two other instructors Phonetics instructors from Kassala
who taught the course in the previous and Gadaref Universities and five
year were also included to increase students from an institute of language
the number of the respondents. studies, Department of English. The
However, the actual number of the students did not participate in the
copies of the questionnaire filled up study as they were not from the
and retrieved was six. Language Education Department.
2.3 Methods of Data Collection After they had filled up the copies,
The methods of collecting data the researcher asked them some
used are the survey technique questions to find out their assessment
and material analysis. Since the of the questionnaire. They were
asked if all the items are clear and time constraint, the interview was
unequivocal to them; if the number conducted with only five volunteer
of items are adequate enough to respondents. The interview was
collect the desired information; and prepared by the researcher himself,
if all the items are relevant to the and revised before it was conducted.
research problem. All the teachers The researcher took notes of students’
said that the items are too many; responses because respondents did
there are repetitions; but the length not want to be recorded when asked.
is alright. The students were asked 2.3.3 Material Assessment
whether or not there are items they Evaluation of the materials was
could not understand and said that made to see 1. The components of
there are too many items; and most pronunciation given priority, 2. The
of the items are clear. Then the few aims of pronunciation topics and 3.
questioned items were omitted and The procedures the material uses to
most were revised for more clarity present pronunciation points.
and definiteness. The copies of the The materials analyzed are used
teachers’ questionnaire were then to teach Phonetics courses. Both
distributed by the department’s materials (for Phonetics I and
members and by the researcher II) consist of five units each.
to the respondents. A graduating Pronunciation points take separate
EFL teacher trainee helped the sections. Every pronunciation part
researcher to distribute the students’ includes exercises, notes, procedures
questionnaire to the respondents. of presentation, students and teacher
2.3.2 The Interview roles and instruction, and steps to
To support the data collected through follow in using the recorded cassettes
the questionnaire, students were also as teaching aids. Both the teacher and
interviewed. Items of the interview all the students have the copies of the
were open-ended. Since it was as materials. The researcher prepared a
a secondary tool and because of check-list after reading and studying
samples of checklists from other responses, teachers’ responses and

related studies. document/material analysis.
2.4 Methods of Data The responses from the students
Organization and Analysis and the teachers are discussed under
The data gathered through the different categories. Each category
questionnaires were tallied and incorporates responses about items
tabulated under every item. Then by of a similar issue. In the discussion
using frequency, percentage and mean of the attitude scale items, the mean
value, the responses were organized. value of each item was first calculated
The data collected by the check-list to identify the relative attitude of
from the evaluation of the material were the respondents. In addition, other
first tabulated with their frequency items that are prepared for the same
and percentage values. The responses purpose (attitude) are also included in
from the students’ interview were the discussion with their percentage
interpreted along with the discussion value. Moreover, the data collected
of responses to the questionnaire under from the interview are incorporated
their respective categories. in the discussion in support of their
The analysis and interpretations of respective category. The mean score
the data were made by sorting the of every item was compared with the
responses in different sections and value given for the responses.
categories. Under every category, the 3.1 Presentation, Interpretation
data were interpreted and discussed. At and Discussion of Students’
last, based on the findings, conclusions Responses
and recommendations were made. The data gathered from the students’
3. Analysis, Presentation and questionnaire was discussed under
Discussion of Data three different sections. The first
The analysis and discussion of the section refers to the students’ attitudes
data gathered by different instruments towards the skill of pronunciation.
are presented in three parts: students’ This section includes the desires
and beliefs of the learners towards third section refers to the students’
English pronunciation (the affective attitudes towards the current
component). The second section, is instruction of pronunciation in
concerned with students’ attitudes spoken English sessions.
towards the relevance of learning the 3.1.1 The Attitudes of Students
different aspects of pronunciation. towards English Pronunciation:
This was to find out the attitudes of The Affective Component
students about the different aspects The following tables show students’
of pronunciation and their relative attitudes towards the different
importance in learning (the cognitive components of pronunciation and
and behavioral component). The their demands to learn them.
Table 3.1: Students’ attitudes towards pronunciation
Item
Total Mean
Items
No. SA A U DA SDA
F % F % F % F % F %
I believe that
good English
pronunciation is
currently very
important to be
1 69 73.40 22 - - 3 3.19 - - 94 4.64
uccessful in the 23.40
university and
to be effective
communicator in the
world of work
I want to improve
2 my knowledge and 71 75.53 18 19.15 3 3.19 2 2.13 - - 94 4.68
skill of pronunciation
I appreciate foreign
language speakers
who speak English
7 58 61.70 28 29.74 1 1.06 7 7.45 - - 94 4.46
like the natives
(like Americans or
British)
Key: Strongly Agree – SA Agree – A Undecided – U Disagree – DA

Strongly Disagree – SDA
The first item requires respondents’ agreed and 29.74% agreed) of them
attitudes on the importance of showed their agreement. Thus, a
pronunciation. The mean score 4.46 mean value reveals that a huge
shows a 4.64 value. This reveals number of the students are happy
that tremendous number of the with a native-like pronunciation
students (96.8%) expressed their performance. From the results of the
agreement with the relevance above three items, the researcher can
of English pronunciation for see that students believe that English
effective communication. Item pronunciation is an important
number 2, similar to the first one component in communication and
but more specifically demands the that they want to improve their
learners’ want on improving their knowledge and skill of it. Moreover,
pronunciation skill. The result of the respondents showed almost no
the item showed a 4.68 mean value, identity problems if they speak like
in which 75.53% of the respondents the natives rather they appreciate it.
strongly agreed. Hence, the learners This kind of attitude is believed to be
have a great desire to improve their a fertile ground for foreign language
English pronunciation for the reasons learning because identity issues
they mentioned in the next table. make learners resistant to learning
Item number 7 was designed to pronunciation (Brown, 1994; Dalton
know the students’ attitude towards and Seidlhofer, 1994).
a native-like pronunciation which In connection to the above information,
is related to identify issues that is respondents were also asked to provide
regarded as an important factor in reasons regarding their necessities
foreign language acquisition. The and lacks in learning English
table above shows that only 7.45% pronunciation. Table 3.2below shows
of the respondents disagreed to the results of the responses. Summary
appreciate a native-like proficiency of the respondents’ reasons behind
whereas, 91.44% (61.70% strongly their responses is also discussed.
Table 3.2 Students’ needs for pronunciation

Item Responses Total
No. Items Yes No
F % F %
Do you encounter difficulties when you speak in or

13 listen to English because of pronunciation 86 91.49 8 8.51 94
problems?
Do you want to improve your knowledge and skill
11 of 92 97.87 2 2.13 94
English pronunciation?
Item number 11 was designed to replied that they wanted to improve

know if respondents actually need English pronunciation because
to improve their pronunciation skill good pronunciation helps them to
and to crosscheck their responses develop confidence in using English
in the attitude scale in table 3.1. As to communicate with foreigners and
the data in table 3.2 shows, 97.87% to be effective English Language
of the respondents want to improve teachers to work along with the
their knowledge and skill of English plasma topics in the future.
pronunciation. Under item number 13, students were
Most of them said that pronunciation asked whether or not they encounter
is very important for effective communication difficulties because
listening and fluent speaking of pronunciation problems. As table
abilities in English. Some others 3.2 shows, 91.49% of them responded
said that without good pronunciation that they faced pronunciation related
communicating with native speakers problems when they listened and/
and other second language speakers of or speak in English. Students also
English is very difficult. Still, others identified some communicative
said that they need pronunciation situations where they experienced
because they want to speak English pronunciation related problems that
like native speakers. Most of them resulted in communication breakdown.
As a response to item number 13, the growing needs of learners

most of them said that because and the challenges they face in
of their poor awareness and skill communications, pronunciation
of pronunciation they often find should be taught to foreign language
it very difficult to understand learners with due consideration
movies in the English Language, (Morley, 1991; Brown, 1992).
to talk to foreigners and to listen to 3.1.2 Students’ Attitudes
international Radio and Television towards learning the
broadcasts. Some of them added that Components of pronunciation:
they are so troubled during listening The Cognitive Component
tests when a recorded material is As mentioned in 3.1 an attempt has
used. been made to identify the students’
In short, it can be possible to infer belief and knowledge about the
from the above responses that relevance of learning of different
many students need a conscious aspects of English pronunciation.
awareness of pronunciation features Both positive and negative items were
and intelligible pronunciation skill designed to elicit the information as
to help them be successful in their indicated in table 3.3 below.
studies, entertainment and other The items shown in table 3.3
communicative needs for future job were designed in an attempt
opportunities (as teachers working to know students’ particular
with plasma instructions). There
awareness about the different
are also demands of pronunciation
phonological features of
in social interactions for some
English, their role in oral
respondents. Therefore, one can
understand how much pronunciation
communication and the value
is a difficult area for students that of learning them in combination
should be addressed appropriately or in integration.
in EFL instructions. Because of
Table 3.3: Students’ attitudes towards features of pronunciation

Items
Item Total Mean
No. SA A U DA SDA
F % F % F % F % F %
3 I don’t think that

learning vowel
and consonant
sounds of English
and how they are
- - 4 4.26 6 6.38 36 38.3 48 51.06 94 4.36
pronounced in
words and speech
is important for me
like grammar and
vocabulary
4
I think that learning
word and sentence
stress patterns
are helpful for
me to understand
65 69.15 25 26.6 4 4.26 - - - - 94 4.65
the focus point
when people are
speaking in the
English language
competently
5
I don’t think that
the knowledge of
intonation feature
of English is very
- - 8 8.51 20 21.28 34 36.17 32 34.04 94 3.96
important for me to
be effective
listener of the
language
6 I need to learn
pronunciation
features such as
consonant and
67 71.28 23 24.47 2 21.3 2 2.13 - - 94 4.63
vowel sounds,
stress and
intonation in
combination
Item number 3 requires the points in speech. The mean

respondents to show their score shows a 4.65 value which
agreement or disagreement shows the margin of the strength
on learning the distinctive of their agreement in learning
vowel and consonant sounds the different word and sentence
of English and how they stress patterns in English. Item
are pronounced in words number 5 was designed to ask
and speech. 89.36% of the students’ attitudes towards the
respondents disagreed to show importance of the knowledge of
their awareness of the value of intonation features for listening
learning the segmental features. competently in English. The
The responses with a 4.36 table above shows a 3.96
mean value tell the researcher mean score in which 70.21%
that most of the students of the respondents disagreed
recognize the need of learning whereas 21.28% and 8.5% of
distinctive sound features and them showed no opinion and
how they are pronounced in agreement respectively to the
words and speech. Under item item. Since it is a negative item,
number 4, students were asked 70.21% of the respondents
the role of stress to understand have a positive attitude towards
the focus point in speech. learning intonation patterns of
An overwhelming response English.
(95.75%) of agreement was The last item in table 3.3, item
given by respondents to show number 6 was designed to
the significance of learning word know the respondents’ attitude
and sentence stress patterns towards learning different
to help them realize important components of English
pronunciation in an integrated a matter of distinctive sound

manner, the result was a 4.63 segments, incorporating other
mean value in which 95.75% spoken features of language
of the respondents agreed to behaviors which are even more
learning segmental and prosodic important if foreign language
features in combination. learners are aware of their
Hence, the researcher can see importance and if they make
from the above discussion their effort to learn them (Cele-
that most students want to Murcia and Olshtain, 2000;
learn the different aspects of Hedge, 2000; Brown, 1994;
pronunciation. The respondents Kenworthy, 1987; Dalton and
are concerned with stress, Seidlhofer, 1994, etc.).
intonation, rhythm and aspects of 3.1.3 Students’ Attitudes
connected speech in addition to to the Pronunciation topics
individual vowel and consonant Provided
This section attempts to reveal the
sounds. This awareness of what
students’ attitudes to the actual
pronunciation entails and the
pronunciation topics particularly, in
significance of learning them
the instruction of the pronunciation
seems to provide more support component of Phonetics courses.
to earlier discussions in tables
3.1 and 3.2 which revealed the
respondents’ attitude towards
proficient pronunciation in
general. Most important of all
is the students’ desire to learn
prosodic features because
pronunciation means more than
Table 3.4: Students’ attitudes towards their pronunciation

Item Responses
Items
No. SA A U DA SDA Total Mean
F % F % F % F % F %
I believe that the

coverage given to
pronunciation
8 7 7.45 11 11.70 27 28.72 25 26.60 24 25.53 94 2.49
points is very
less in
Phonetics topics
9
I believe that
Phonetics
instructors
often give me 10 10.64 15 15.96 42 44.68 14 14.89 13 13.83 94 2.95
enough support to
improve my
English language
pronunciation
10 I believe that
Phonetics courses
helped me a lot to
improve 9 9.57 15 15.96 13 13.83 35 37.23 22 23.40 94 2.51
my knowledge
and skill of
pronunciation
The data in table 3.4 represent the Phonetics course made on

three interrelated views the development of students’
of students on the actual comprehensible pronunciation.
pronunciation instruction Item number 8 asks students’
incorporated in Phonetics belief on the coverage given
courses. The items were made to pronunciation features in
to elicit respondents’ attitudes Phonetics topics. As the table
towards: a) the coverage shows, most of the respondents
given to pronunciation points, (52.13%) disagree, i.e. they
b) the degree of support and believe there is enough coverage
encouragement of Phonetics of features of pronunciation in
instructors provide, and c) the Phonetics topics; 28.72% of
overall impact and contribution them replied with no opinion
(undecided), whereas 19.15% pronunciation topics.

agreed to say that the coverage In addition, interview question
is very less. However, the number 3 was made to ask
mean value of the responses the degree of encouragement
(2.48) indicates that there is teachers provide; some of them
a scattered view of responses said that their teachers often
with a little negative inclination encourage them but others
to show positive attitude toward said that their teachers don’t
coverage. like pronunciation topics and
Regarding the students’ they don’t give them enough
feelings on the help and support. Item number 10 asked
support provided by their students’ belief in the help or
Phonetics course teachers contribution Phonetics courses
(item number 9), 44.68% of in general and pronunciation
them preferred no opinion topics in particular provide
(undecided), whereas 28.72% to their improvement of
responded with disagreement. knowledge and skill of
The rest (26.60%) agreed that pronunciation. It is shown in
their teachers often give them the above table that 60.63% of
enough support to improve the students disagreed. It means
their pronunciation skill. The that pronunciation topics did
mean score of the responses not help them to improve
appeared to be 2.95. Hence, it their phonological skill of the
can be said that most students English language. The mean
were not satisfied with the help score of the responses shows
and support their teachers might a 2.51 value which shows
have been giving in relation to students’ dissatisfaction about
the pronunciation topics. There try to illustrate the above point

are also other items that further of discussion.
Table 3.5: Students’ attitudes to the pronunciation activities

and teachers’ support
Item Responses Total
No. Items Yes No

F % F %
Do the Phonetics course materials include

activities that alert students to similarities and
16 21 22.34 73 77.66 94
differences in intonation, stress, etc. between your
native language and the English language
Do you often receive feedback from your Phonetics

17 teacher on repeated performances with respect to 39 41.49 55 58.51 94
intonation, stress and aspects of connected speech?
The items in table 3.5 were prepared differences in intonation, stress, etc.
to know students’ beliefs in the between Sudanese colloquial language
nature of pronunciation activities and the English language. The data
and the roles teachers played to help in the table show that 77.66% of the
students develop their prosodic skills students replied that these comparisons
and awareness of several aspects of were not included in the topics. Thus,
connected speech that are believed the responses of the majority of the
to be helpful for intelligibility as students’ is not different from the
recommended by different writers. previous discussion of similar points
With item number 16, students were in table 3.4. However, this result
asked whether or not the Phonetics should not be taken as vivid evidence
course materials include activities to claim the inadequacy of the teaching
that alert students to similarities and materials and the activities because
a thorough analysis of the teaching aspects which they spent more time
materials is presented and discussed practicing, i.e. aspects their teachers
in a section a head after the discussion dealt with more during pronunciation
of the teachers’ responses. topics. Most of them replied that
Item number 17 asked students they mostly practiced ‘saying words
whether or not teachers’ often with their right pronunciation’ and
give them feedback on repeated practicing individual vowels and
performance with respect to consonant sounds. Some students
intonation, stress and aspects of also added the use of stress in words
connected speech. For this item, and sentences. Few others claimed
58.51% of the respondents said they the use of intonation and changes of
do not often receive feedback on sounds that are common in connected
repeated performances regarding speech. Therefore, most students
supra segmental and aspects of believe that pronunciation topics
connected speech, whereas 41.49% focus more on accurate production
replied ‘yes’. Any it might still be of words. In the interview (item
possible to approximate the result to number 4) students were asked to
the view that a considerable number show their reaction towards the
of the students were not satisfied overall pronunciation teaching. Most
with the feedback pronunciation/ of them believed it to be inadequate.
Phonetics teachers provided on their One student said ‘we practice saying
repeated performances in relation words with their right pronunciation
to prosodic and connected speech which is very difficult for me and
aspects of pronunciation. most of us forget to use it in normal
In connection to students’ feelings to speaking’.
the above points, another item (item 3.2 Presentation and Interpretation
number 14) was also included in the of Teachers’ Responses
questionnaire. It specifically requires The responses from teachers were
students to identify pronunciation presented and discussed in three
major categories. These are the 3.2.1 Teachers’ Attitudes

attitudes of teachers towards the towards the Significance of
significance of pronunciation to EFL Pronunciation: The Affective
learners, the view of teachers on and Cognitive Component
the teaching of pronunciation and This part of the discussion is
their attitude to the current attention concerned with teachers’ views
given to pronunciation teaching in on the role pronunciation plays in
Phonetics courses. foreign language learning.
Table 3.6: Teachers’ attitudes to the relevance of pronunciation
Item
Total Mean
No. Items SA A U DA SDA
F % F % F % F % F %
1 I believe that with
poor knowledge
and skill of English
pronunciation one
can not be rendered
2 33.335 1 16.67 2 33.35 1 16.67 - - 6 3.67
as intelligible
even if she/he is
proficient in other
aspects of the
language
2 I believe that
pronunciation is
an extra element
and it should be
taught to students
only if there is 2 33.35 16.67 1 16.67 - - 2 33.33 6 2.83
plenty of time, i.e. 1
other aspects of the
language
should always be
given priority
3 I believe that
effective oral
communication
requires control of
supra-segmentals
- - 3 50 1 16.67 2 33.33 - - 6 3.17
more than control
of the target
language’s vowel
and consonant
sounds
Under item (1) Phonetics that pronunciation is an extra

teachers were asked their element and it should be
belief on the place of taught to EFL students only
pronunciation in a foreign if there is plenty of time after
language communicative addressing other areas of the
competence. And the mean language. Hence, 50% of them
score of the responses turned agreed to the belief whereas
out to be 3.67 which means 33% disagreed and only
that the average response one person 16% showed no
shows a positive inclination. opinion. As table (6) shows,
In other words, three out of six half the respondents believe
respondents (50%) agreed that that pronunciation is an extra
a person can not be regarded as element and students should
proficient without intelligible learn it only if there is extra time
pronunciation even if he/she is after having dealt with other
very good at other aspects of areas of the target language.
the target language. However, Therefore, as the mean score
two of the respondents (33%) (2.83) of the responses show the
showed no opinion and one teachers can be said to incline
(16%) of them disagreed. The to a negative attitude towards
result, of course, shows some the pronunciation component
of the teachers are not aware of a foreign language.
of the place of pronunciation in The last item (number 5) shown
communication. in the table demands teachers
The other item (number two) feelings about the belief that
requires teachers to decide effective oral communication
their position from the belief requires control of supra
segmentals more than control of their students the researcher

of the target language vowel has seen in the previous section.
and consonant sounds. The 3.2.2 Teachers’ Attitudes towards
item exhibited a 3.17 mean the Teaching of Pronunciation: The
value of responses which Behavioral Component

This category presents teachers’
means that most of them incline
view of addressing pronunciation in
to agree to the item. 50% (three
EFL instruction. It tries to depict the
of the respondents) agreed that
belief teachers have on the how of
effective oral communication pronunciation teaching.
requires more supra segmental Item number (4) above requires
control than distinctive sound teachers to respond to the belief
segment control. However, 33% that any pronunciation teaching
(i.e. two of them) disagreed must focus first on segmental
and thought that effective oral distinction before prosody.
communication is more of a 66.66% of the teachers (i.e.
matter of individual sound 4 out of 6) replied to agree to
segment control. Therefore, the item. The average response
the researcher can infer from was calculated to be 2.17,
the above discussion that most and shows that most of them
of the teachers seem to have believe that distinctive sound
a positive attitude towards system should precede prosodic
the place of pronunciation in features in pronunciation
communication. However, they teaching. However, writers
do not want to treat it equally as recommended the other way.
the other areas of language in as they have the greatest impact
their instruction. Hence, such on the comprehensibility of the
beliefs stand against the needs
Table 3.7: Teachers’ attitudes to the focus of pronunciation

teaching
Item Responses
Items F % F % F % F % F %
I believe
that any
pronunciation
teaching must
4 focus first on 2 33.335 2 33.33 1 16.67 1 16.67 - - 6 2.17
segmental
destination
before prosody
I believe that
pronunciation
practice
must be an

6 integral part of 1 16.67 50 1 16.67 1 16.67 - 6 3.67
any oral 3 -
communicative
topic for EFL
learners
I think that
helping my
students to
recognize
features of
pronunciation
8 such as stress, 2 33.335 2 33.335 1 16.67 1 16.67 - 6 3.83
intonation -
and connected
speech is
essential for
their use of
English
learner’s English” (2000:31). comprehensibility but it is also

Giving priority to prosodic less frustrating for learners
features of English not (ibid). Therefore, the teachers
only improves student’s can be said to have the counter
productive belief of the priority opinion about the statement

pronunciation features should ‘helping students to recognize
be given in teaching. features of pronunciation such as
The belief that pronunciation stress, intonation and connected
practice must be an integral part speech is essential for their
of any oral communicative topic use of English’. As the data in
for EFL learners was posed to the table reveal, 66.66% of the
respondents under item number respondents agreed to the notion
(6). As the table shows 66.67% of helping students to recognize
of them agreed to the item with supra segmental features and
a 3.67 mean value of responses. aspects of connected speech.
Unlike the above view Thus, a 3.83 mean score of
teachers here show a positive responses shows a positive
attitude towards the coverage attitude towards the item.
pronunciation should take in Let us now see the belief
oral communicative topics. of teachers in the goal of
Item number (8) in the table pronunciation teaching in table
was concerned with teachers’ 3.8 below.
Table 3.8: Teachers’ attitudes to the goal of pronunciation teaching
Item Responses
No. Item Native-like Intelligible Total

F % F % F %
Which of the following do you think

should be the goal of teaching/learning
9 - - 6 100 6 100
English pronunciation for EFL
Learners?
Item number (9) asked appropriate and necessary to be

respondents what they think able to communicate in specific
should be the goal of teaching situations? (1994:12).
English pronunciation to EFL Therefore, from the discussion
learners. A remarkable result made on teachers’ responses
was found that all of the so far, the researcher can have
teachers believe in teaching the following points, teachers
English pronunciation have positive attitude towards
to help students achieve pronunciation in general (i.e.
intelligible or comprehensible positive affective behavior),
pronunciation rather than they also reflected positively
native-like performance. This on the goal (intelligibility)
belief actually conforms to the of pronunciation teaching.
renewed goal of communicative However, some of them do not
pronunciation teaching. Many still want to see the phonological
writers recommended that what component of English as an
is relevant for EFL learners equally important component
is ‘to achieve comfortable as other aspects of the language
intelligibility’ (Kenworthy, and they still seem to adhere to
1987; 13). Dalton and Seidlhofer the traditional belief that any
also explained that in teaching pronunciation teaching must
pronunciation for foreign focus on segmental distinction
language learners of English before prosody, i.e. a bottom-
“the relevant question to ask is up approach to pronunciation
not: what is correct in relation teaching is what they think of.
to native-speakers’ norm” (RP
or otherwise?) But: what is
3.2.3 Teachers’ Attitudes lectures they currently deliver as

towards the Actual Teaching of part of Phonetics courses. The items
the Pronunciation Components included tried to consider beliefs
of Pronunciation Topics about the focus pronunciation is
In this particular sub-section, it was given in the materials, the role of
tried to investigate the instructors’ teachers and perceptions on the
perceptions of the pronunciation learners.
Table 3.9: Teachers’ attitudes of the pronunciation topics

Item
Items
F % F % F % F % F %
5 I believe that
ronunciation
topics provide
students with
adequate and
1 16.67 1 16.67 1 16.67 2 33.33 1 16.67 6 2.83
meaningful
practice to
improve
their English
pronunciation
7 I don’t think
that such
pronunciation
features as
intonation,
stress, rhythm
and aspects
- - 16.67 2 33.33 2 33.33 1 6 3.5
of connected
1 16.67
speech are given
more focus
than vowel and
consonant sounds
in Phonetics
courses
Half of the respondents believed preferred no opinion (undecided).

that pronunciation topics do not The mean value (3.5) also shows
provide students with adequate that the average responses incline
and meaningful practice to towards a positive attitude on
improve learners’ English the focus given. Relative focus
pronunciation as shown in table was also the concern of the
3.9, item number (5) above. analysis made to the materials.
However, two of the instructors Therefore, most teachers
(i.e. 33.33% of them) do not believe that the course tried to
agree with their colleagues’ include pronunciation point
perceptions. The average that has greater communicative
response shows a 2.83 mean importance, but they don’t feel that
value and means that there is an the materials or the topics do not
inclination to negative attitude adequately provide their learners
to the procedures and activities with meaningful activities to help
the topics provide. This point them develop intelligible control
was further crosschecked in of pronunciation.
the documents analysis section There was also an open-ended
ahead in this part of the research. item in the questionnaire (item
Item number (7) was prepared number 12) that was prepared
to know teachers’ opinion about to know teachers’ concern of
the focus prosodic features and their students’ needs in relation
aspects of connected speech are to pronunciation. The item
given by Phonetics courses they asked instructors’ opinion
(instructors) teach. Half of them of the current teaching of
disagreed to the statement, i.e. pronunciation in pronunciation
they believe that those features topics in connection with
are covered in the materials problems learners face in
well enough. But two of them speaking and listening to
the English language. They teaching of a material, Dalton

responded that ‘there is lack and Seilhofer recommended
of exposure of students to that the investigation should
authentic materials’ so the be made in terms of ‘selection
students kept on suffering and presentation’ (1994:70).
during listening and remained Evaluation of the selection
poor in speaking and listening. dimension considers the size
Another respondent stated ‘the of pronunciation features
low level of schema knowledge which is given priority and
of students makes it difficult attention. Moreover, the aims
to help them improve their of the exercises in relation to
awareness of pronunciation recognition and production
through listening’. Similarly, were made. The production
another teacher wrote component includes two major
‘students have problems of categories: ‘speech production
comprehending and hearing/ (micro-focus)’, i.e. a focus on
producing the sounds’. Hence, discrete features of articulation,
teachers seem worried that even and ‘speech performance
though there is a huge demand of (macro-focus)’, i.e. a focus
pronunciation on the students’ on holistic or global patterns
side, the topics are inadequate of spoken English (Morley,
and do not expose learners to 1991:497). The presentation
meaningful authentic materials component on the other hand,
for ear training activities. considers the availability
3.3 Interpretation and Discussion and use of such procedures
of the Pronunciation Topics in as ‘exposure, exercise and
the Materials explanation’ (Dalton and
In order to evaluate the Seidlhofer, 1994:71).
approach of EFL pronunciation It was from the above
perspectives that two major To investigate the pronunciation feature

objectives of the study, i.e. the materials incorporate with more
identifying the feature of focus, each feature of pronunciation
pronunciation given priority included in every topic was identified.
and the recurrent procedure Frequency and percentage value were
used, were addressed. used to show the relative priority of
3.3.1 Identifying the Component aspects in the materials.
of Pronunciation Given Priority
Table 3.10: The size of pronunciation components
Course
No. Aspect Phonetics I Phonetics II Total
F % F % F %
I. Segmental Distinctive sound
1 segments (vowels, 2 25 2 28.57 4 26.67
consonants, Diphthongs)
2 Syllables and word stress 3 37.5 1 14.29 4 26.67
3 II. Supra Segmental sentence stress 1 12.5 - 1 6.67
4 Intonation - 2 28.57 2 13.33
5 Rhythm - 1 14.29 1 6.67
III. Connected Speech

6 - - - - - -
Assimilation and Elision
7 Contractions and weak forms 2 25 1 14.29 3 20
Sum 8 100 7 100 15 100
As can be seen from the table no exercise was concerned with

above, the majority of the significant aspects of connected
pronunciation topics included in speech such as Assimilation
both courses focus on segmental and Elisions. Only 20% of them
aspects. 53.34% of all the topics
focused on teaching contractions
focus on teaching individual sound
and weak forms.
segments, pronouncing words by Therefore, it is now possible
syllabification and stress; whereas to say that the segmental
features were given priority ‘macro’ focus).

much more than those aspects As can be seen from table 3.11,
of pronunciation which are 100% of the topics in both courses
believed to have greater were aimed at discriminating
communicative importance. the pronunciation features and
Moreover, as the table shows, 93% of them were also aimed at
the first course (Phonetics I) far accurate production of aspects.
more emphasized segmental Almost all the exercises require
features and gave very students’ accurate production
insignificant place for supra- by imitation. The most frequent
segmental features (i.e. only technique was listen and repeat,
a topic on sentence stress). i.e. Students were asked to give
This kind of pronunciation the correct pronunciation in
teaching is known as bottom- every exercise. Only two topics
up or structural (Hedge, 2000; require individual students
Kenworthy, 1987; Dalton and with some kind of controlled
Seidlhofer, 1994, etc). speech performance and yet
3.2.2 Evaluating the Procedure all the pronunciation exercises
and the aim of Pronunciation are to be done individually, i.e.
Topics they do not require interaction
Investigation of the aim of the among students. No pair and
pronunciation topics was made by group work activities were
analyzing the type of activities in line included to initiate Language
with what the students are expected This kind of approach ignores
to do in every pronunciation topic. the fact “pronunciation is
Hence, it was tried to identify never use aimed at acquiring
every topic’s objectives in terms intelligible pronunciation. an
of recognition (discrimination) and Seidlhofer, 1994: preface).
and production (both ‘micro’ and From the above discussion, it can
Table 3.11: The aims of pronunciation topics
Aim
No. Aspect Recognition Production
(Discrimination)
Micro-focus Macro-focus
(Accurate (Speech
Production) Performance)
F % F % F %
1 Segmental 8 33.33 8 53.33 1 6.67
2 Supra-segmental 4 26.67 3 20 1 6.67
3 Aspects of connected speech 3 20 3 20 - -
Total 15 100% 14 93.33% 2 13.34
end in itself but a means to prioritizes the importance of supra

negotiate meaning in discourse” segmental in communication’’,
(Dalton be possible to say that “whole person learner involvement”
the teaching of pronunciation in and “a focus on meaningful
the given situation is inadequate practice based on learners’ real-life
as it does not engage learners in situation”; because “pronunciation is
using features of pronunciation an integral part of communication”
meaningfully in discourse. (Morley, 1991:493 – 495). Thus, the
Richards and Renandya, 2002) pronunciation topics investigated
assert: merely focused on discriminating
In order to become competent features (structural approach).
speaker and listener, a language The above table shows that no
learner needs to attend to exposure procedure was identified
the meaningful correlates of in all the topics. It also reveals that
pronunciation features in the most topics (60%) use explanation
immediate linguistic context of procedure, whereas, all the topics
communication
A good pronunciation topic
Table 3.12: The presentation procedures of the topics
Course
No. Procedure Total of both courses
Phonetics I Phonetics II
F % F % F %
1 Exposure - - - - - -
2 Exercise 8 100 7 100 15 100
3 Explanation 6 75 3 42.86 9 60
attempt to give exercise. However, be learned as such’ in the context of

most exercises are not integrated and some task or activity (Dalton and
presented with a very narrow context Seidlhofer, 1994:71 – 72). Thus, the
(i.e. word level and sentence level in researcher can infer that the materials
most cases). are inadequate in such regards.
The result indicates that exposure Furthermore, the great imbalance
is ignored in the topics, though it is that existed between the procedures
recommended by writers in the area. as shown in table 3.12 tells that the
Exposure is a decisive factor for pronunciation component of the
language acquisition in general and materials also fail to account for
pronunciation in particular (Brown, the communicative instruction of
1994; Dalton and Seidlhofer, 1994). pronunciation. Dalton and Seidlhofer
Exposure procedure helps the suggested: “the appropriate way of
learning of intelligible pronunciation pronunciation teaching is to combine
in a way that ‘the use of language all the three procedures in various
will be motivated by some ways rather than precluding one over
communicative purpose and sounds the other” (1994:72).
will be heard as significant and will
4. Summary pronunciation proficiency.

This study was conducted for the The second question of the study
purpose of determining the status was ‘what is the attitude of teachers
of teaching English Pronunciation towards pronunciation?’ and 50%
at the Red Sea University, English of the respondents, for example,
Language Departments. The believe that knowledge and skill
descriptive method of research of pronunciation are essential for
was utilized. A random sampling intelligible EFL performance.
technique was used for gathering However, half of them said that
data from the students. All the pronunciation should be taught to
English teachers in the departments students only if there is plenty of
were also taken as respondents. time and 66.66% of them said that
The questionnaire and the material pronunciation teaching must focus
analysis served as major instruments first on segmental features before
for collecting data whereas the prosody.
interview was considered as The third research question was
a supportive instrument. A 30 ‘which feature of pronunciation is
percent representative sample of the given priority in the material? The
students was the respondents and the finding from the materials evaluation
checklist was used to evaluate the showed that more than 53% of
pronunciation topics in the materials. pronunciation topics deal with
Regarding the first research segmental features and only 26.6%
question; ‘what is the attitude of of the pronunciation topics are spent
students towards pronunciation?’ on supra segmental features.
amongst them, 94.68% have positive The fourth question was ‘what
attitude and wanted to be proficient is the predominant aim of the
in pronunciation. Moreover, 91.44% topics? And it was found out that
of the respondents expressed their almost all the pronunciation topics
appreciation for a native-like aimed at accurate production and
discrimination of pronunciation faced when they were talking to

features (micro-focus). foreigners. However, they were not
The last research question was able to clearly identify those aspects
‘what is the predominant procedure of pronunciation that have greater
used to present components of communicative importance. This
pronunciation?’. The findings might be the result of very limited
showed that ‘exposure’ procedure awareness raising topics they have
is forgotten. The materials demand gone through.
‘exercise’ procedure to present - Teachers’ responses showed
features of pronunciation all the that the instructors have positive
time and most topics also require attitude towards pronunciation at
explanation. large. However, they favored the
4.1 Conclusions teaching of segmentals as prior
From the interpretations of the data to supra-segmental features. This
and the findings, the following shows that teachers still adhere
conclusions were made. to the structural (bottom-up)
- Students’ responses show that approach to teaching pronunciation.
the learners have positive attitude On the other hand, they suggest
towards pronunciation. They that intelligible/comprehensible
also expressed their needs of pronunciation should be the goal of
pronunciation to become competent teaching/ learning pronunciation.
communicators of English and also This conflicting view shows
to be effective EFL teachers in teachers’ limited knowledge of the
the prospect. Students’ desire for communicative approach to teaching
proficient English pronunciation pronunciation.
was because of the problems they - Regarding the component of
face in listening to competent pronunciation given priority,
speakers (natives and non-natives) segmental features were given
and the challenges they might have greater focus in pronunciation topics
and very little emphasis was given pronunciation.

to prosodic features and aspects of 4.2 Recommendations
connected speech. Based upon the findings and
- Almost all the exercises aimed at conclusions drawn, the following
simple discrimination and accurate recommendations are made:
production of features. They do • The EFL teacher training program
not engage students in meaningful at the Red Sea University should
practice in speech performance. address the needs of learners
- No pronunciation topic allows for intelligible pronunciation by
interaction of students in pairs or in providing the necessary support
groups that encourage language use, to how pronunciation functions in
i.e. all the exercises are to be done language use through a greater focus
individually. Hence, the materials are on supra-segmental and aspects of
inadequate to help students achieve connected speech that have greater
intelligibility in pronunciation. communicative function than
- The procedure of presentation was distinctive sound segments.
also inadequate because of the total • It is also essential to assist teachers
neglect of ‘exposure’, but repeated to relate the ‘what’ of pronunciation
use of exercise only on recognizing to ‘how’ in their actual teaching.
features and micro-focus accurate Moreover, the materials should
production with explanation. Hence, provide adequate tasks to initiate
‘exercise and explanation were the meaningful practice by using a
most dominant procedures used for combination of ‘exposure’, ‘exercise’
presenting pronunciation points. and ‘explanation’ procedures.
Besides, all the exercises do not Furthermore, the exercises should
require interaction among students. also engage learners in a macro-focus
- Teaching approach is far speech performance in addition to the
less communicative to help articulation of distinctive features.
learners acquire comprehensible After all, exposure is one of the major
factors that affect intelligibility – the inquiries into the status of the
desired goal of learning/teaching a teaching of pronunciation at other
foreign language. universities, so that if similar
• Finally, it is recommended problems and deficiencies are found,
that similar researches should be concerted efforts may be exerted to
conducted in other places. Other improve pronunciation teaching in
researchers should also make all higher institutions in the country.
References
• Anegagregn Gashow (2007). The Status of Pronunciation Teaching in Secondary
Schools EFL Instructions. Unpublished M.A. The AAU.
• Brown, A. (1992). Approaches to Pronunciation Teaching. London :Modern English
Publications.
• Brown, D.H. (1994) Principles of Language Learning and Teaching. Englewood Cliffs
: Prentice Hall Regents-3rded.
• Cele-Murcia, M. and E. Olshtain (2000). Discourse and Context in Languge Teaching.
Cambridge : CUP.
• Creswell, J. (2003). Research Design : Qualitative, Quantitative, and Mixed Methods
Approaches. London : SAGE Publication. 2nded.
• Dalton, C. and B. Seidlhofer (1994). Pronunciation. Oxford : OUP.
• Gall, M.D., W.R.Borg, J.P. Gall (1996). Educational Research : An Introduction. USA.
Longman Publisher. 6th ed.
• Geremew Gebre (2003). The Place of Pronunciation Teaching in Grade Seven.
Unpublished M.A. Thesis. AAU.
• Harmer, T. (2000). The Practice of English Language Teaching. London : Longman. 3rd ed.
• Hedge, T. (2000). Teaching and Learning in Language Classroom. Oxford : OUP.
• Kenworthy, J. (1987). Teaching English Pronunciation. London : Longman.
• Lynch, T. (1983). Study Listening. Cambridge : CPU.
• Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of
other languages’. TESOL Quarterly, 25/3, 481 – 513.
• Richards, J.C. and W.A. Renandya (2002). Teaching Pronunciation. Cambridge : CUP.
• Taylor, L. (1993). Pronunciation in Action. Eaglewood Cliffs : Prentice Hall.
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An Investigation of the Present Status of EFL Pronunciation

1. Amin Mohammed Ahmed Mohy Eldin, Associate propfessor ELT, Faculty of

1. Amin Mohammed Ahmed Mohy Eldin, Associate propfessor ELT, Faculty of

Abstract APA ‫ﺇﺳﻠﻮﺏ‬

1. Amin Mohammed Ahmed Mohy Eldin, Associate propfessor ELT, Faculty of

1.1 Background of the Study era (Ibid). Hedge (2000:208), for

as an essential component of with intelligible pronunciation.

University rendered the opportunity investigate the status of teaching

2.2 Study Subjects and research is a descriptive study, the

samples of checklists from other responses, teachers’ responses and

Key: Strongly Agree – SA Agree – A Undecided – U Disagree – DA

Table 3.2 Students’ needs for pronunciation

No. Items Yes No

Do you encounter difficulties when you speak in or

Item number 11 was designed to replied that they wanted to improve

As a response to item number 13, the growing needs of learners

Table 3.3: Students’ attitudes towards features of pronunciation

3 I don’t think that

Item number 3 requires the points in speech. The mean

pronunciation in an integrated a matter of distinctive sound

Table 3.4: Students’ attitudes towards their pronunciation

I believe that the

The data in table 3.4 represent the Phonetics course made on

(undecided), whereas 19.15% pronunciation topics.

the pronunciation topics. There try to illustrate the above point

Table 3.5: Students’ attitudes to the pronunciation activities

No. Items Yes No

Do the Phonetics course materials include

Do you often receive feedback from your Phonetics

major categories. These are the 3.2.1 Teachers’ Attitudes

Under item (1) Phonetics that pronunciation is an extra

segmentals more than control of their students the researcher

value of responses which Behavioral Component

Table 3.7: Teachers’ attitudes to the focus of pronunciation

learner’s English” (2000:31). comprehensibility but it is also

productive belief of the priority opinion about the statement

Table 3.8: Teachers’ attitudes to the goal of pronunciation teaching

No. Item Native-like Intelligible Total

Which of the following do you think

Item number (9) asked appropriate and necessary to be

3.2.3 Teachers’ Attitudes lectures they currently deliver as

Table 3.9: Teachers’ attitudes of the pronunciation topics

No. SA A U DA SDA Total Mean

Half of the respondents believed preferred no opinion (undecided).

the English language. They teaching of a material, Dalton

perspectives that two major To investigate the pronunciation feature

Table 3.10: The size of pronunciation components

III. Connected Speech

Sum 8 100 7 100 15 100

As can be seen from the table no exercise was concerned with

features were given priority ‘macro’ focus).

Table 3.11: The aims of pronunciation topics

end in itself but a means to prioritizes the importance of supra

Table 3.12: The presentation procedures of the topics

2 Exercise 8 100 7 100 15 100

attempt to give exercise. However, be learned as such’ in the context of

4. Summary pronunciation proficiency.

discrimination of pronunciation faced when they were talking to

and very little emphasis was given pronunciation.

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