Arab World English Journal (AWEJ) Proceedings of  2nd MEC TESOL Conference   2020          Pp.111-119

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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



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.


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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.