Arab World English Journal (AWEJ) Proceedings of  2nd MEC TESOL Conference   2020          Pp.111-119
DOI: https://dx.doi.org/10.24093/awej/MEC2.8

Full Paper PDF 

 

Language Reading and Its Implications on Learners’ Pronunciation:  a Case Study
of a Pakistani school in Oman
 

Saadia Mesti
School of Education
University of Leicester, Leicester, UK
Email: missmesti@yahoo.fr

 

 

Abstract:
Pakistani schools in Sultanate of Oman use the whole word approach in the practices of English language reading instructions and lack phonetics’ knowledge of. Regardless, whether the approach is practical or not, teaching reading skills through these practices at an early age is questionable. This paper will focus on observation and evaluation as research tools, and will concentrate on a phonetics and a phonological analysis of a first -grade learner as a case study. The learner’s reading of a text is compared with the reading of a native speaker. The focus of the paper is on two main characteristics of pronunciation; segmental and super-segmental. The analysis demonstrates a significant variation in speech sounds of the learner. The training opportunities in spoken language and reading skills for the teachers may fix the problem.
Keywords: phonetics and phonology, segmental and super-segmental, International Phonetic
Alphabet, Pakistani school, instructions, sounds, pronunciation

Cite as  Mesti, S.  (2020). Language Reading and Its Implications on Learners’ Pronunciation; a Case Study of a Pakistani school in Oman.  Arab World English Journal (AWEJ) Proceedings of  2st MEC TESOL Conference 2020. 111-119.
DOI: https://dx.doi.org/10.24093/awej/MEC2.8

References

Adams, M. (1990) Beginning to read: Thinking and learning about

print. Cambridge, MA: MIT Press

Bergeron, B. S. (1990) what does the term whole language means?

Journal of Reading Behavior 22:301-329.

Blumenfeld,  S.  (2008) Why pictures in reading Instruction are

Harmful. (Online). Retrieved on (7th June 2010) from:www.donpotter.net

Marina K. Burt. (1975) Error Analysis in the Adult EFL classroom.

Tesol Quarterly, 9/1: 53-63

Cauldwell, R., & Hewings, M. (1996). Intonation rules in ELT

textbooks. ELT Journal50(4), 327-334.

Clennel, C. (1997). “Raising the pedagogic status of discourse

intonation teaching.” ELT Journal51(2): 117-125

Cunnings, T  (1926). An Urdu Manual of the Phonetic, Inductive

or Direct Method, Sialkot: the Sialkot Mission.

Denham,  K, and Lobeck,  A (2010) Linguistics for Everyone: An

introduction. Boston: Wadsworth.

Ehri, L. (2000). Learning to read and learning to spell: Two sides

of a coin. Topics in Language  Disorders, 20(3), 19-49.

Ellis, N. (1996). Sequencing in SLA: Phonological memory,

chunking, and points of order. Studies in Second Language Acquisition, 18, 91-126.

Foorman, B.  Fletcher, Jack  and Francis, D.  (1997) A Scientific

Approach to Reading Instruction,(Online)Retrieved on (1st June,
from:http://www.ldonline.org/article/A_Scientific_Approach_to_Reading_Instruction.

Glassman, H. (1999) Spoken Urdu, Nirali Kitaben: Lahore.

Giegerich, H. J. (1992). English phonology: An introduction.

Cambridge University Press.

Halai, A. (2001) on becoming a ‘Professional Development

Teacher’: A Case from Pakistan, Journal of Mathematics Teacher Education, 14/ 1: 31 43.

Horsburgh, Nicholas (20087), New Oxford English, Oxford

University Press, Karachi

Jones, D. (1976) the Phoneme: Its Nature and Use, Cambridge:

Cambridge University Press.

Ladefoged, P. (2000). Vowels and Consonants, Oxford: Blackwell.

Moats, L. (1996) Phonological spelling errors in the writing of

dyslexic adolescents, Reading and Writing: An Interdisciplinary Journal, 8/105-119

Moats, L. (1998) Teaching Decoding, American 

Educator/American Federation of Teachers, Spring/Summer edition/1-9.

Moats, L.C. (2004). Language essentials for teachers of reading

and spelling (LETRS), Module  2, The Speech Sounds of English, and Module 3, Spellography for Teachers. Longmont, Colo.:
Sopris West Educational Services.

Moats, L. (2009) Still Wanted: Teachers with Knowledge of

Language, J Learn Disabil, 42/5: 387-391.

Mattews David and Dalvi Kasim (2001) Teach yourself Urdu,

London: Hodder Education.

Pennington, M. (1996) Phonology in English Language Teaching:

An International Approach. London and New York: Longman.

Pickering, L. (2001) The Role of Tone Choice in Improving ITA

Communication in the Classroom, Tesol  Quarterly,  35/2: 233-255.

Rahman, T. (2004) Language, and education: selected documents

(1789-2003), Islamabad: Roohani Art Press.

Roach, P.J. (2000) English Phonetics and Phonology: a Practical

Course,  Cambridge: Cambridge University Press

Roach, P. (2005). Representing the English model. English

Pronunciation Models: A Changing Scene, 393-399.

Rodgers, G (2006) Why Jacques, Johann, and Jan CAN Read

(Online). Retrieved on (14th May 2010) from:www.donpotter.net

Scarborough, H. S., and Brady, S. A. (2002). Toward a common

terminology for talking about speech and reading: A glossary of the “phon” words and related

terms. Journal of Literacy Research34, 299–334.

Shamim, F. (2008) Trends, issues and challenges in English

language education in Pakistan, Asia Pacific Journal of Education, 28:3 / 235 -249.

Snow, C, and Fillmore, L (2000) What Teachers Need to Know

About Language, (online) Retrieved on (22nd  Mai 2010) from citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.

Trudgill, P.  (1999) The Dialects of England, Oxford: Blackwell.

Wazir, N. (2004). Increasing the Angle of Educational Reform in

Pakistan through Professional Development,  Brock Education, 14/ 1: 85-96.

Venezky, R (2003) the Structure of English Orthography:  Letters,

Sounds, Spellings, and  Meanings (Online). Retrieved on ( 10th  June 2010) from:www.childrenofthecode.org.

Warwick, D. and Reimers, F. (1995)  Hope or Despair: Learning

in Pakistan’s Primary Education, London: Praeger Publishers.

Wennerstrom, A. (1994) Intonational Meaning in English

Discourse: A Study of Non- Native Speakers, Applied Linguistics, 15/4: 399-420.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/MEC2.8
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Saadia Mesti is English language teacher. She has earned a master’s degree in TESOL and
Applied Linguistics from Leicester University of Leicester, United Kingdom. She has earlier
worked as a lecture English at University of Buraimi, Sultanate of Oman.