The Significance of Listening Comprehension in English Language Teaching

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

doi:10.17507/tpls.0608.22

Cited by 60 publications

(65 citation statements)

References 27 publications

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“…For over 20 years, researchers (Morley, 1991;Dalton, 1997;Celce Murcia et al 2001;Wei, 2006, Gilakjani, 2012 have never ceased to agree that pronunciation is an integral part of English language teaching. However, studies (Nair, Krishnasamy, & de Mello, 2006, Jayapalan & Pillai, 2011 in Malaysia revealed the neglect over pronunciation skills in the ESL classrooms.…”

Section: Teaching Pronunciation In Malaysiamentioning

confidence: 99%

“…This is reflected in the study by Gilakjani (2012) which reported that ESL teachers justified their negligence towards pronunciation with their limited knowledge of techniques to teach pronunciation. In addition, Baker (2011) points out that many teachers "seemed to take an ad hoc approach to teaching pronunciation when intelligibility was compromised".…”

Section: Teaching Pronunciation In Malaysiamentioning

confidence: 99%

See 1 more Smart Citation

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

Shah

Othman

Senom

2017

Indonesian J. Appl. Linguist

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Research has shown that teachers' beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers' beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers' beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers' classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers' beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.

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Section: Teaching Pronunciation In Malaysiamentioning

confidence: 99%

Section: Teaching Pronunciation In Malaysiamentioning

confidence: 99%

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

Shah

Othman

Senom

2017

Indonesian J. Appl. Linguist

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“…With that said, our findings suggest an extremely dark profile of Kuwaiti speakers of English across various age groups. The Kuwaiti speakers are expected to use unintelligible English, due to the significant role of pronunciation on the speakers' speech intelligibility regardless of the grammatical errors it contains (Gilakjani, 2012). Future research on the topic could follow up by selecting unified word lists, in terms of their length and familiarity, so as to control any confounding factors that may play a role in the participants' sound realization ability.…”

Section: Resultsmentioning

confidence: 99%

“…A speaker of English as a foreign language who has good pronunciation is much more likely to be understood even if s/he makes grammatical errors (Gilakjani, 2012). Pronunciation is therefore very much a "must" skill for English language learners, and yet for Arabic speakers it is the skill that seems to be acquired with greatest difficulty mainly due to the various differences between the sound systems of Arabic and English.…”

Section: Literature Reviewmentioning

confidence: 99%

The Realization of English Vowels by Kuwaiti Speakers

Taqi¹,

Algharabali²,

Akbar³

2018

IJEL

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Learning to speak a language does not necessarily mean learning to realize all the phonemes of that language. When a sound does not exist in a speakers' mother tongue, s/he tends to use a phonotactic; hence, either replacing the sound with another that might sound similar, eliminating the sound, or adding a sound to make it possible to realize. In some cases, the orthography of the target language causes confusion and is considered misleading to non-native speakers. There are only 6 vowels in Arabic phonetics, long and short. Yet, there are 20 phonetic vowel symbols in Received Pronunciation, and 16 in General American. The following study investigates the realization of the English vowels by Kuwaiti speakers, and the effect of orthography on such realizations. 64 male and female Kuwaiti speakers are recorded reading 55 words and 10 sentences. The data obtained was analyzed by Praat (qualitative data), and SPSS (quantitative data). Focus group interviews were also conducted to gain further insight into the topic. It was found that not only do the speakers replace the vowels that do not exist in Arabic, but they also mispronounce vowels that exist in Arabic as they are negatively affected by the English orthography.

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“…According to [24], suitable teaching in listening comprehension can decrease listening apprehension and provide a good basis for becoming independent learners who can effectively use the listening process for learning. Finally, it can be concluded that guiding learners in the process of listening provides them with the knowledge by which they can successfully complete a listening activity and puts them in control of their learning.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%