English Phonetic Transcription And Instruction In Pronunciation Teaching: The Case Of First And Fourth Year In Belhamri Mohammed Middle School Mostaganem

الموضوعات

علوم اللغة

الملخص

Despite the late focus put on teaching pronunciation through intensive practice of bothsegmentals production and spelling exercises and drills in Algerian middle schools’ textbooksand the implementation of phonetic transcription into the current curricula, pronunciationteaching still seems to be granted the least attention in FL classrooms and contexts. First yearpupils in Algerian middle schools cannot pronounce English alphabet letters properly andcannot distinguish between different sounds or phonemes that affect the meaning of thewords, such as, /t/ and /θ/. Not to mention that fourth year pupils still cannot make thedifference between silent and pronounced sounds. In this case neither pupils, instructors, orsyllabus designers, nor parents could take the blame without proper analysis of the problem oflow emphasis put on pronunciation instruction and phonetic transcription or the lack ofphonological awareness which should be acquired by the end of middle schooling. Results of the present study are obtained from the collected data where pupils ofBelhamri Mohamed middle school in Mostaganem are taken as samples for this investigationinto pronunciation and phonetic transcription and instruction. Four different questionnairesare distributed among four types of informants. Two different types of questionnaires aresubmitted to thirty pupils from four classes of first year and thirty two pupils from threeclasses of fourth year. The questionnaires for first year pupils are translated to Arabic to suittheir primal level of familiarity with English, in Belhamri middle school. In addition, teachersof first and fourth years from three different middle schools in Mostaganem are chosen toundergo the investigation, Belhamri Mohammed, Touahria Mohammed, and BenzerdjebBenaouda middle schools. Additionally, twelve copybooks from first year classes are selectedto be analyzed and compared to their textbooks’ activities in terms of compatibility with thetextbooks’ programme, and performing the planned activities concerning pronunciation aswell. For further data and results, some pupils of both levels are put under test through an oralexamination and recordings as a tool of research to back up the findings and hypotheses

روابط وملفات

التعريف والنوع

رقم الوثيقة

00e6e147-3b04-4b78-a5c2-742544195b4a

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

2145972_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":"Bakhta Abdelhay","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"Sofia Bahraoui","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

English

المصدر والدورية

اسم المصدر

English Phonetic Transcription And Instruction In Pronunciation Teaching: The Case Of First And Fourth Year In Belhamri Mohammed Middle School Mostaganem

المحتوى والصفحات

عدد الصفحات

0

كلمات الباحثين

dc.contributor.author BAHRAOUI, Sofia dc.date.accessioned 2021-11-18T124416Z dc.date.available 2021-11-18T124416Z dc.date.issued 2015-03-10 dc.identifier.uri http//e-biblio.univ-mosta.dz/handle/123456789/19549 dc.description.abstract Despite the late focus put on teaching pronunciation through intensive practice of bothsegmentals production and spelling exercises and drills in Algerian middle schools’ textbooksand the implementation of phonetic transcription into the current curricula, pronunciationteaching still seems to be granted the least attention in FL classrooms and contexts. First yearpupils in Algerian middle schools cannot pronounce English alphabet letters properly andcannot distinguish between different sounds or phonemes that affect the meaning of thewords, such as, /t/ and /θ/. Not to mention that fourth year pupils still cannot make thedifference between silent and pronounced sounds. In this case neither pupils, instructors, orsyllabus designers, nor parents could take the blame without proper analysis of the problem oflow emphasis put on pronunciation instruction and phonetic transcription or the lack ofphonological awareness which should be acquired by the end of middle schooling. Results of the present study are obtained from the collected data where pupils ofBelhamri Mohamed middle school in Mostaganem are taken as samples for this investigationinto pronunciation and phonetic transcription and instruction. Four different questionnairesare distributed among four types of informants. Two different types of questionnaires aresubmitted to thirty pupils from four classes of first year and thirty two pupils from threeclasses of fourth year. The questionnaires for first year pupils are translated to Arabic to suittheir primal level of familiarity with English, in Belhamri middle school. In addition, teachersof first and fourth years from three different middle schools in Mostaganem are chosen toundergo the investigation, Belhamri Mohammed, Touahria Mohammed, and BenzerdjebBenaouda middle schools. Additionally, twelve copybooks from first year classes are selectedto be analyzed and compared to their textbooks’ activities in terms of compatibility with thetextbooks’ programme, and performing the planned activities concerning pronunciation aswell. For further data and results, some pupils of both levels are put under test through an oralexamination and recordings as a tool of research to back up the findings and hypotheses dc.language.iso en dc.publisher University of Mostaganem

إشراف وإعداد

الإشراف

Bakhta Abdelhay

الإعداد

Sofia Bahraoui

الاقتباسات الببليوغرافية