Abyss. J. Bus. Soc. Sci. Vol. 7, No.

2, 2022,13-23
ISSN 2707-1340 (Online); 2707-1332 (Print) Abyssinia Journal of
© 2022 Wollo University
Business and Social Sciences

The Role of Phonology in Teaching Pronunciation: Teachers’ Perception,

Practice and Challenges
Tadesse W/Gebreal Baymot *
Department of English Language and Literature, University of Gondar, Gondar, Ethiopia

ABSTRACT
The main objective of this study was to assess the role of phonology in teaching pronunciation in EFL classrooms.
The participants of the study were 42 grade nine English teachers and 151 students from Angereb, Azezo, Edget
Feleg, Fasiledes, Hidar 11, and Shinta General Secondary Schools of Gondar town. Questionnaires, observation,
and focus group discussions were used to gather data. A descriptive survey research design was employed. The
study also employed a mixed research method. In analyzing the quantitative data, statistical techniques of
percentage, frequency count, mean, standard deviation, and one-sample t-test were employed. The qualitative data
were categorized and analyzed thematically. The result revealed that the teachers were not implementing their
knowledge of phonology when they are teaching pronunciation lessons found in grade nine English textbook.
However, their perception was found to be positive although a statistically significant difference was not observed.
Students’ mother tongue interference, lack of motivation, lack of exposure to the target language, giving little
attention to pronunciation lessons, scarcity of necessary resources to teach pronunciation, and the mismatch
between English spelling systems and pronunciation were mentioned as stumbling blocks to put into practice
teachers’ knowledge of phonology in teaching pronunciation. This paper concluded that English language
instruction seems to be left without significant attention to the teaching of pronunciation components at segmental
and supra segmental levels in such a way that no guidance is provided as to what to teach, what to focus on most,
and how to teach them. Thus, Teachers need more practical training on the application of phonology when they
teach pronunciation.

Key words: phonology, pronunciation, segmental, supra segmental, speaking

INTRODUCTION
English is one of the most widespread languages that Teaching English to Ethiopian students is a
can qualify as truly international. We have to live significant challenge. Many efforts are underway to
with and take advantage of. Although English is a address this challenge, including investments in
foreign language for many Ethiopians, it is taught for improving English-teaching skills at teacher training
practical use of communication; it serves as the colleges, the expansion of English language
medium of instruction in some elementary and all departments at universities and the establishment of
secondary and higher education institutions and as a English language improvement centers (ELICs) in
necessary link with resources beyond the country‟s schools, colleges and higher education institutions.
boundaries. Regarding this, Bender (1976:12) states, Nevertheless, a significant gap remains. Although
“English has a negligible number of native speakers English has been used as a medium of instruction
in Ethiopia, but at the present, it has a crucial position from grade 7 or 9 upwards for a long time, problems
in education, commerce, government and in learning and teaching English have been observed
international communication, and from this point of ever since (Jarvis, 1969).
view it can be regarded as a major Ethiopian
language.” In my practical experience, English, as taught in
Ethiopia, is not usually taught with good
pronunciation, and teaching pronunciation seems to
* Corresponding Author‟s Email: be a neglected skill. If they speak, teachers and
[email protected] students are typically content to talk “with an
accent.” This may make the meaning of what is
being said ambiguous because of this wrong

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 Abyssinia Journal of Business and Social Sciences Vol. 7, No. 2, 2022, 13-23
phonological use. Thus, using phonological elements with appropriate solutions to make teaching a
such as consonants, vowels, diphthongs, syllables, worthwhile experience. The application of linguistic
stress and intonation has paramount importance. rules, knowledge and skills in the teaching of English
as a foreign language is crucial. For example, in
Grade nine students‟ English textbook contains teaching speaking skills, phonology plays an
speaking sections in which segmental and supra important role. The first thing to be considered in
segmental linguistic elements are presented. teaching pronunciation is phonemes such as
However, many English language teachers do not consonants, simple vowels and diphthongs
treat have these phonological issues well. They (Kenworthy, 1987; Dalton and Seidlhofer, 1994).
claimed that the speaking and pronunciation sections
are difficult to them to deal with. Since phonology Phonemes are very important linguistic units that
plays an indispensable role in the teaching of represent words in any language. Regarding this,
pronunciation lessons, studying its application in EFL Roach (2009) underscored that all words in the
would have a greater advantage. Therefore, this study language are indeed presented in a speech by
attempts to fill in those gaps by assessing the consonants, vowels and diphthongs. For example, the
implementation of knowledge of phonology in English word “pan” is presented phonologically by
teaching pronunciation. the combination of the phonemes /p/, /æ/ and /n/,
where /p/ and /n/ are consonant phonemes, while /æ/
REVIEW OF LITERATURE is a vowel.
Overview of the Relationship between Language
Teaching and Linguistics The second issue to be considered in teaching
Language teaching came into existence as a pronunciation is supra segmental features such as
profession in the twentieth century and was stress and intonation. Expressing the role of supra
characterized by frequent changes, innovations and segmentals in teaching speaking, Celce-Murcia &
the development of language teaching ideologies Olshtain (2000:31) state, “The ability to correctly
(Richards and Rodgers, 2003). Its foundation was process and to appropriate the target prosody
developed during the early part of the twentieth contributes greatly to the listener‟s conversational
century, as applied linguists focus on the fields of abilities and his/her understanding of what the
linguistics and psychology to support what was speaker is trying to say”. Similarly, Ur (1996:47)
thought to be a more effective teaching methodology. emphasizes the significance of supra segmental
The history of English language teaching is linked features in communication and notes that “a learner
with many fields, especially with linguistics, and may enunciate the sounds perfectly and sound foreign
applied linguistics. because of unacceptable stress and intonation.”

Varshney (1998) and Cook (2003) argue that applied Difficulty in using correct stress patterns will cause
linguistics is the collective term for the various communication breakdown. Regarding this, Roach
applications of linguistic (and phonetic) scholarship (1983:91) said “incorrect stress placement is the
to related practical fields like foreign language major cause of intelligibility problems for foreign
teaching, lexicography, translation, speech pathology learners, and is, therefore, a subject that needs to be
and therapy, and error analysis, albeit of linguistics in treated very seriously.” Failure to hear/produce stress
a broad sense. Similarly, Cook & Wei (2009) patterns accurately can cause confusion between such
mention that applied linguistics is an interdisciplinary pairs as dessert/desert, foreign/for rain, and his
field of research and practice dealing with practical story/history. Intonation errors also miscommunicate
problems of language and communication that can be the speaker‟s stance, politeness, and intention.
identified, analyzed or solved by applying available Therefore, because of their communicative
theories, methods, or results of linguistics or by importance, prosodic features are an essential
developing new theoretical and methodological component in pronunciation teaching (Taylor, 1993;
frameworks in linguistics to work on these problems. Pennington & Richards, 1986). This entails
segmental and supra-segmental phonemes are the
Linguistics is a science and teaching is an art, yet main features to be taken into account when we teach
they are closely related to each other (Varshney, pronunciation lessons.
1998). Linguistics is a subject of special interest to
language teachers since it can address the practical
problems of language teaching and provide teachers
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 Abyssinia Journal of Business and Social Sciences Vol. 7, No. 2, 2022, 13-23
English Segmental and Supra-segmental (phonemic). For example, there is a difference in
Phonemes meaning between /bɪt/ „bit‟ and /bi:t/ „beat‟.
Pronunciation can often be defined in relation to its
components. For instance, Ur (1996) defines Other dimensions of pronunciation are stress and
pronunciation as the sounds of the language that intonation. Such phenomena often extend linearly
encompass vowels, consonants, stress, rhythm, and beyond a single phoneme or segment and hence are
intonation and their combinations. Similarly, Roach called “supra segmentals”. In English, the position of
(2001) defines pronunciation as the role of individual stress can change the meaning and class of a word, as
sounds and sound segments occurring in a group or in the case of import /'ɪmpɔ:(r)t/ (noun) and import
connected to each other and their combinations with /ɪm'pɔ:(r)t/ (verb), and so forms part of the
supra segmentals such as tone, stress, rhythm, and phonological composition of the word (Roach, 2009).
intonation, etc. Phonemes are the basic elements used In English, the stress pattern of a word is different
in the pronunciation of words. Each phoneme may be when the word occurs in particular contexts
represented by different sounds in different positions. compared with its stress pattern when said in
This suggests two stages in the learning of isolation. For example, the word fifteenth in isolation
pronunciation. The first is to be able to produce the is stressed on the second syllable /fɪf'ti:nθ/, but in
44 vowels, diphthongs, and consonants, so that the fifteenth place, the stress is on the first syllable
words and longer utterances of English do not sound /'fifti:nθ/ (Roach, 2009). Practicing the placement of
the same, so that /li:v/ and /lɪv/ sound different. The stress within sentences is also essential if learners are
second has to do with supra segmentals. to become good listeners and communicators since
the same sentence can take on different meanings
Harmer (2001) states that learners of a language need depending on where the speaker chooses to place the
to know the different sounds of the language and primary stress. Intonation often conveys emotions
their features if they are to understand what is being and attitudes (cf. Roach, 2009; Gilbert, 2008).
said to them and be understood in their turn. It is
important to emphasize that articulation needs to be Previous Studies
experienced to be understood and this understanding Several contrastive studies, at the phonological level,
should lead to an awareness of how sounds are have been carried out between English and many
actually produced (Dalton & Seidlhofer, 1994: 17). languages of the world. These studies have revealed
that where there are differences between the native
There are 24 consonant sounds in English: /p, b, t, d, language and English, foreign/second language
k, g, f, v, ɵ, ð, s, z, m, n, ŋ, l, r, w, h, j, ʃ, ʒ, ʧ, ʤ /. learners of English encounter difficulties in
They are normally specified for three descriptive pronouncing the non-existent phonemes. It is
parameters: voicing, place of articulation and point of worthwhile to take some of these studies.
articulation (Carr, 1993:1; Davies & Elder,
2004).There are about 12 pure vowels in English: /ɪ, According to Mackey (1965), Spanish-speaking
e, æ, ɒ, ʌ, ʊ, ǝ, i:, ɑ:, ɔ:, ɜ:, u:/. These vowels are learners of English had some difficulties in
usually described in terms of the tenseness of the identifying some English phonemes. In English, /d/
muscle of the tongue, the height of the tongue body, and /ð/ are different phonemes, but in Spanish these
the position of the tongue, and the presence and two sounds are allophones of the same phoneme.
absence of lip rounding (Roach, 1983; Davies & When the phoneme occurs between vowels, it is
Elder, 2004; Carr, 1993). Besides, diphthongs are pronounced as ð, as in naða „nothing‟, but when it
very common in English (Daives & Elder, 2004; occurs in the initial position, it is pronounced as d, as
Roach, 1983). There are 8 diphthongs in English: /eɪ, in dos ‘two’. This will cause difficulty for the
aɪ, ɔɪ, ɪǝ, eǝ, uǝ, ǝʊ(oʊ), aʊ/. Spanish speaker. Whenever an English /d/ occurs
between vowels s/he will be using /ð/, confusing e.g.
In English, there are initial clusters of two or three breeding /bri:diŋ/ and breathing /bri:ðiŋ/, and
(place/split). In clusters of three, /s/ is always the whenever English /ð/ occurs in the initial position,
first, so „rsping‟ is not a possible English word s/he will be using /d/, and confusing e.g. they /ðeɪ/
although it has three consonant clusters(r,s,p) at and day /deɪ/.
word-initial. Besides, English can have four
consonant clusters at the final position as in /teksts/ Certain phonemes are found in English, but are
‘texts‟. In English, vowel length is contrastive absent in Arabic. In Arabic /b/ and /v/ may be
confusing, /b/ being used for both, but /v/ may occur

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 Abyssinia Journal of Business and Social Sciences Vol. 7, No. 2, 2022, 13-23
in Arabic in borrowed names. /p/ and /b/ are discarded. Hence, 42 (28 male and 14 female) teachers
confused; /b/is being used for both. /t/ and /d/ are and 151(79 male and 72 female) students participated in
dental stops in Arabic. For Arabic speakers, the the study. A comprehensive sampling technique was used
English vowels /ɪ/ and /e/ are confused. /æ/ and /a:/ for teachers; all grade nine English language teachers in
are not entirely independent in Arabic and there is a the six high schools in Gondar town were taken. For
danger of replacing one with the other in some places selecting sample students, a simple random sampling
(O‟Connor, 1976: 168-69). method was employed.

A contrastive study has been conducted by Italo Classroom observation was also conducted to see if
Beriso (1988) on English and Oromo segmental English language teachers use their knowledge of
phonemes with implications for teaching English as a phonology while they are teaching speaking and
foreign language. The results of his study revealed pronunciation lessons. Structured-observation was
that most of the sounds that cause problems are prepared. Observation checklist was prepared by the
sounds that are non-existent in Afan-Oromo such as researcher with “yes” or “no” alternatives. A total of 14
/θ, ð, ŋ, æ/, diphthongs, and consonant clusters. classroom observations were conducted.

The above-mentioned languages have been taken as Focus group discussion was also used to collect and
examples to show the difficulties faced by speakers triangulate data. Bridget and Cathy (2005) assert that
of different languages in teaching and/or learning it is possible to get in-depth information from a group
English as an L2 or foreign language. However, none of individuals selected to discuss together, in a
of them study the segmental and supra segmental focused and moderated manner. In line with this, the
phonemes of English and their implication for researcher organized a group consisting of 7
language teaching, especially pronunciation. members. General guidelines of discussion were
Therefore, this study attempts to fill in these gaps by prepared based on the content of the questionnaire
assessing the implementation of knowledge of that tries to address the various aspects of the
phonology in teaching English pronunciation. research issue.

Research Methodology Data were analyzed qualitatively and quantitatively.

This study employed a descriptive survey research The data gathered through the closed-ended
design since it is important in elucidating the existing questionnaire were analyzed using a one-sample t-
situation or phenomenon based on the samples that test applying SPSS version 16. The calculated means
represent a population (Cresswell, 2007). The study of teachers' and students‟ practice and perception
also employed a mixed research method which was were compared against the expected means of 50 and
used to triangulate findings from different data 48 for teachers, and 40 and 48 for students. The
sources. qualitative data were categorized and analyzed using
thematic areas as raised in the objectives and the
The participants of the study were grade nine English research questions. Based on the data gathered, the
language teachers and students at Fasiledes (10 analysis made and the literature reviewed,
teachers and 48 students), Angereb (6 teachers and 20 conclusions were drawn.
students), Ashewa Meda (6 teachers and 32 students),
Hidar 11(6 teachers and 22 students) Shinta(6
teachers and 8 students), and Azezo Secondary
Schools(9 teachers and 32 students) of Gondar town,
Ethiopia.

Data was collected through questionnaires, observation

and focus group discussions (FGD). A self–administered
questionnaire was used to assess teachers‟ practice and
perception of the role of phonology at both segmental and
supra-segmental levels in teaching pronunciation.
Questionnaires were distributed to 43 teachers, and 162
students. However, only 42 teachers and 157 students
returned the questionnaire. Of the 157, six students did
not correctly respond, and these questionnaires were
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RESULTS AND DISCUSSIONS

Results and Analysis of the Quantitative Data

Table 1: One-Sample t-test result of teachers’ practice and perception on the implementation of knowledge of
phonology in teaching speaking skills and the factors that affect teachers’ practice

Variables No Actual Std.Dev. t- test value t-value df Sig.

Mean (Expected mean) (2-tailed)
Practice 42 43.74 9.05 50 -4.48 41 0.000
Perception 42 49.86 12.79 48 .941 41 .352
Factors 42 33.55 10.97 34 -.267 41 .791

Significant at P<0.05(2-tailed)

Table 1 summarizes the One-Sample t-test results of The t-test value (t(41)=.941, p> 0.05) was found to be
teachers‟ practice and perception, and the factors that statistically insignificant regarding the perception of
affect teachers‟ practice. A one-sample t-test was teachers on the role of phonology in teaching
computed to see whether or not teachers‟ practice and speaking skills. The results suggest that although
perception of the implementation of knowledge of teachers have a good perception, their practice of
phonology in teaching pronunciation lessons were implementing their knowledge of phonology in
statistically significant compared to the expected teaching speaking skills was found to be poor.
means of 50 and 48 respectively. The mean of
teachers‟ practice (M=43.74, SD=9.5) is less than the The table above also presents the mean of the factors
expected mean of 50; and this was significant at (M=33.55, SD=10.97) is almost equal to the expected
p<0.05. However, the mean of teachers‟ perception mean of 34. A statistically significant difference was
(M=49.86, SD=12.79) is higher than the expected not observed at p<0.05. This entails the prevalence of
mean of 48. As can be seen in Table 3 above, there is challenges that may hinder the practice of
no big difference between the actual mean of implementing knowledge of phonology in teaching
teachers‟ perceptions and the expected mean score. pronunciation.
Table 2: One-Sample t-test results of students’ observation of their teachers’ practice and perception of the
implementation of knowledge of phonology in teaching pronunciation

Variables No Actual Std.Dev. t- test value t-value df Sig.

Mean (Expected mean) (2-tailed)
151 36.65 15.75 40 -2.615 150 0.010
Practice
151 53.25 10.61 48 6.073 150 0.000
perception

A one-sample t-test was also calculated using SPSS teachers were not applying their knowledge of
16 to see if students‟ observations about their English phonology when they teach pronunciation lessons.
teachers‟ practice and their perception were However, the mean of students‟ perception
significant compared with the expected means of 40 (M=53.25, SD=10.61) goes significantly above the
and 48. Table 4 displays that the mean of students‟ expected mean of 48. This result suggests that
observation of their teachers‟ practice (M=36.65, students‟ perceptions of learning speaking and
SD=15.75) is significantly lower (t=-2.615, df=150, pronunciation lessons were found to be positive.
p<0.05) than the expected mean for the scale; which
was 40. According to the students‟ observation,
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 Abyssinia Journal of Business and Social Sciences Vol. 7, No. 2, 2022, 13-23
sentences with different intonation patterns are found.
The statistical findings regarding teachers' practice However, they reported that they usually do not teach
were found to be statistically significant as compared these sections. It seems that the reason is not an
to the expected mean of 50. The mean of teachers‟ unwillingness to teach pronunciation lessons, but
practice (M=43.74, SD=9.5) was less than the uncertainty as to how best to help their students by
expected mean of 50; and this was significant at using their knowledge of phonology.
p<0.05. The result of the closed-ended questions
suggested that the practice of teachers in using their The participants of the FGD confess that their focus
knowledge of phonology in teaching speaking skills of teaching is more on grammar, vocabulary and
was found to be ineffective. reading passages than on the phonological issues
which are there to develop the students‟ speaking
Students were also asked about their observations of skills. Although they believed that stress and
their teachers‟ practice. The result revealed that the intonation would help their students to have
mean of students‟ observation of their teachers‟ intelligible pronunciation, they couldn‟t help their
practice (M=36.65, SD=15.75) was significantly students much in this regard.
lower (t=-2.615, df=150, p<0.05) than the expected
mean for the scale; which was 40. This implies that Despite the FGD participant teachers‟ controversies,
according to the students‟ observation teachers were the literature argues that supra-segmental aspects of
not applying their knowledge of phonology when speaking and pronunciation should deserve more
teaching the speaking skills and pronunciation emphasis than the segmental ones. Regarding this,
lessons. Morley (1991) points out that the methodologies of
teaching must be changed from emphasizing
Results and Analysis of Qualitative Data segmental elements of pronunciation and speaking to
In this section of the article, the data gathered supra-segmental elements and from linguistic
through open-ended questions, observation, and focus competence to communicative competence. Bray
group discussions are presented and analyzed (1995: 3) also adds that although many theorists
thematically. began to make a case for the role of suprasegmental
phonology in communication on paper, “many
Teachers’ Practices teachers continue with a limited conception of the
The data gathered through open-ended questionnaire role of explicit phonological instruction in the
revealed that few teachers try to use their knowledge language classroom.” In speaking a foreign language,
of phonology when they teach pronunciation lessons the ability to correctly process and appropriate the
though they were not successful. Still, few reported target prosody contributes greatly to the listener‟s
that they use it, but they do not let their students conversational abilities and his/her understanding of
practice it. However, most teachers said that they do what the speaker is trying to say (Celce-Murcia &
not usually use their knowledge of phonology when Olshtain, 2000:31). Similarly, Ur (1996:47)
they teach pronunciation lessons. Some responded emphasizes the significance of supra-segmental
that they focus just on the pronunciation lessons features in oral communication and notes that “a
without giving attention to segmental and learner may enunciate the sounds perfectly and sound
suprasegmental features. Some of them said that foreign because of unacceptable stress and
since they have forgotten what they have already intonation.”
learned at university, and they are not well-equipped
with the skills and knowledge of phonology, they Teachers’ Perception
usually skip the lessons. The data revealed that teachers have different
perceptions. Some believe that knowledge of
Teachers responded that they rarely use their phonology plays an important role in the teaching of
knowledge of phonology. Some respondents pronunciation lessons. Thus, teachers should help
mentioned that they took phonetics and phonology their students speak English with correct and
courses when they were attending their Bachelor's intelligible pronunciation. On the contrary, some
Degree, but they found it difficult to apply them in other teachers believed that if students try to speak in
their classroom. Teachers knew that in the grade nine English, they do not care about their students‟
English textbook, linguistic elements include pronunciation. Moreover, some said that since the
phoneme identification, stress assignments on words, concept of phonology is too difficult to understand
syllabification, and saying different types of
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and apply, and not pertinent to these students, they do English can pose serious intelligibility problems to
not teach pronunciation. native speakers of the language (Atoye, 2005:26). To
minimize these problems, we need to practice daily.
The FGD shows that teachers‟ overall perception In line with this, Soltani (2007) expresses that
about the role of phonology in teaching pronunciation mastery of stress and intonation of any language
lessons was found to be positive. However, When needs active training because when learning a foreign
they were asked specifically, one of the participants language, we tend to transfer the entire native
say „whether students use appropriate stress, language system in the process.
intonation or wrong sounds or not, the most
important thing is that I have to make my students Lack of motivation to speak English with correct
speak.” The other participant pointed out that “I think pronunciation in front of their friends was listed as a
that stress and intonation are difficult for me to teach; factor. Teachers are expected to encourage their
even these issues were confusing me when I was a students to practice speaking using intelligible
university student.” They still believe that teaching pronunciation. Motivation has been widely
speaking/pronunciation is demanding and time- acknowledged by both teachers and researchers as
consuming. one of the key factors that influence the rate and
success of second/foreign language learning in
There was no agreement among the teachers general and pronunciation in particular. Research
regarding which aspects of pronunciation should be shows that those students who have higher
emphasized. One group believed that supra- motivation are more successful and efficient in their
segmental features (stress and intonation) should language learning than those who do not (Ely, 1986).
deserve emphasis. They believed that sounds have
nothing to do with pronunciation, but when sounds Another problem was the availability of resources
are combined and form words, phrases and sentences, that can help teachers to teach and students learn
they convey meaning. The other group argue that pronunciation lessons. Related to these, Fraser (2000)
segmentals (vowel and consonant sounds) should be stated that ESL/EFL teachers need to be provided
given due attention because using correct stress and with courses and materials to help them improve their
intonation is more challenging than using phonemes. effectiveness in teaching pronunciation and
developing their students‟ speaking skills.
The participants of the FGD were also asked about
their overall perceptions of the role of phonology in The nature of English language pronunciation is the
the teaching of pronunciation. Their perception was other problem mentioned as a stumbling block. They
found to be positive. However, although most of the said that there is a mismatch between English
participants believe that pronunciation lessons should spelling and pronunciation system, and high
be taught and used correctly, they believed that difficulty of segmental and suprasegmental features
teaching pronunciation using these linguistic (especially, word-stress) as in „present (N) and
elements is demanding and time-consuming. Despite pre‟sent (V). They also mentioned that they had no
teachers‟ perception, Morley (1991) argues that training on how to use their knowledge of phonology
intelligible pronunciation is an essential component in teaching speaking and pronunciation lessons found
of communicative competence. According to Robin in grade 9 English textbook. Although pronunciation
& Oxford (1992), participation in communicative lessons are difficult to teach and learn, English
tasks and activities would enhance meaningful and teachers have rooms to help their students improve
interesting interactions as well as provide more their oral communicative skills. Supporting this idea,
opportunities to speak. Savignon (1997), O‟Brien (2004) and Gatbonton et
al. (2005) articulate that communicative competence
Teachers’ Challenges is the aim of speaking and pronunciation teaching
The learners‟ mother tongue always poses significant and learning. Savignon (1997) stresses the need for
problems in learning and teaching a second/foreign meaningful communicative tasks in the language
language. According to Harmer (2001), Dalton & classroom, including those that focus on
Seidlhofer (1994), and Underwood (1989), learners pronunciation and speaking.
of English as a foreign language have difficulties in
mastering certain individual sounds because of their Finally, the participants mention the contents to be
native language interference. Therefore, not covered as a challenge. Grade 9 English textbook has
surprisingly, the intonation found in non-native huge/bulky contents which should be covered within
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a year. Since students are not asked questions that teaching pronunciation and speaking lessons in
show their pronunciation ability in national ESL/EFL classrooms are lack of motivation, lack of
examinations (Grades 10 &12), teachers tended to exposure to the target language, not having a good
give priority to grammar, vocabulary, and reading attitude towards speaking and pronunciation, lack of
lessons; even they think that if they do, they believe emphasis on pronunciation by teachers, lack of
that they are wasting their time. Regarding this, necessary tools to teach pronunciation by teachers,
Lightbown and Spada (2002:92) write that the the influence of sounds and rules of learners‟ first
“teacher‟s goal is to see to it that students learn the language on the second language, learners‟ problems
vocabulary and grammatical rules of the target in English spelling systems, lack of enough attention
language” and “the goal of learners in such courses is to stress, rhythm, and intonation (Kenworthy, 1987).
often to pass an examination rather than to use the Despite all these challenges, it is vital that students
language for daily communicative interaction.” As a should learn to pronounce sounds, syllables, words,
result, learners fail to develop much functional ability and sentences as intelligibly and comprehensibly as
(Ellis, 1994). possible–not necessarily like natives, but well enough
to be understood (Morley, 1991).
Generally speaking, the most serious difficulties
faced by learners and teachers in learning and

Results of Classroom Observation

Table 3: Classroom Observation Result of the Practice of Teachers in implementing their Knowledge of Phonology
in Teaching Pronunciation
s/n Items Yes No
N % N %
1. 1 The teacher uses appropriate intonation contours when he/she asks
. questions and makes statements. 2 14.3 12 85.7

2. The teacher lets his/her students practice different sentence types by

using appropriate intonation patterns (contours). 5 35.7 9 64.3

3. When the teacher teaches asking and answering questions orally

using short forms, he/she encourages them to speak with intelligible 10 71.4 4 28.6
pronunciation.

4. When the teacher teaches speaking, he/she also teaches the

different pronunciations of the regular past simple endings -d or - 9 64.3 5 35.7
ed.
5. When the teacher teaches speaking, he/she teaches how to
pronounce words correctly and intelligibly. 5 35.7 9 64.3
6. The teacher shows his/her students that stress placed on different 11 78.6
syllables of a word would change its meaning. 3 21.4

7. The teacher lets his/her students practice putting stress markers on

the different syllables of a word so that the word has different 3 21.4 11 78.6
meanings (lexical or grammatical)

8. The teacher encourages his/her students to say sentences with

correct stress and intonation patterns 1 7.1 13 92.9

9. The teacher gives his/her students a list of words and lets them say
them aloud to check for correct pronunciation. 11 78.6 3 21.4

10. The teacher says words with the correct stress and lets his/her
students say them accordingly. 4 28.6 10 71.4

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11. The teacher usually gives more attention to suprasegmental features
than segmental ones when he/she teaches speaking skills. 1 7.1 13 92.9

12. The teacher encourages his/her students to practice speaking

English using what they have learned in the speaking and
7 50 7 50
pronunciation sections of their English textbook.

As shown in the above Table, most teachers did not Teachers‟ perception of the role of knowledge of
put into practice their knowledge of stress and phonology in teaching speaking and pronunciation
intonation in their entire speech. This indicates that was found to be positive, though not statistically
grade nine English teachers are not using segmental significant at p>0.05. However, although the
and supra-segmental features when they were perception of teachers was found to be fairly positive,
teaching the speaking and pronunciation lessons their practice was less.
found in the grade nine English textbook. The
percentage of items 1(85.7%), 6(78.6%), 7(78.6%), The major challenges teachers face in teaching
8(92.9%), and 11(92.9%) indicate that teachers were speaking and pronunciation lessons were students‟
not using their knowledge of phonology, especially level of understanding/poor academic background
their knowledge of stress and intonation when they knowledge, lack of resources, large class size,
were teaching speaking skills. Moreover, they did not classroom sitting arrangement, lack of interest from
give chances for their students to practice speaking the parts of the learner, the exclusion of
using appropriate supra-segmental aspects of pronunciation and speaking questions in national
pronunciation and speaking. For only item 11, half of exams, the mismatch between English pronunciation
them (50%) encouraged their students to practice and its orthography, and high difficulty of segmental
speaking English following the topics in the student's and supra segmental features.
English textbook.
English language instruction seems to be left without
However, as it is evident from items 3, 4, and 9, significant attention to the teaching of the
teachers were found to be better at making their speaking/pronunciation components in such a way
students speak with intelligible and correct that no adequate coverage is given in the curriculum,
pronunciation than using segmental and supra- no guidance is provided as to what to teach, what to
segmental phonemes when they are teaching focus on most, and how to teach them. Therefore, the
speaking. role of phonology in teaching pronunciation and
speaking skills should be treated very well and this
CONCLUSION AND RECOMMENDATION should deserve due attention by teachers, teacher-
This article aimed at assessing if teachers implement trainers, curriculum developers, syllabus designers
their theoretical knowledge of phonology in the and the government.
teaching of pronunciation. Data were obtained from
42 grade nine English teachers and 151 grade nine
students through questionnaires, focus group
discussions and observation. The result of the study
revealed that teachers did not implement their
knowledge of phonology when they teach
pronunciation lessons. Besides, they gave minimal
attention to the main lessons of pronunciation like
supra-segmental features (stress and intonation). As a
result of this, the teachers did not help their students
to understand and use reasonable pronunciation when
they speak English. Moreover, teachers did not give
more emphasis to stress and intonation although
fairly adequate coverage of these supra-segmental
features is found in the textbook.

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