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Teachers’ and students’ attitudes towards pronunciation teaching and learning strategies and their implementation in halale secondary and preparatory school focusing on grade ten in Ethiopia

Author: 
Dinku Gebeyehu, Solomon Mekonnen and Fisum Alemayehu
Subject Area: 
Social Sciences and Humanities
Abstract: 

The objective of this study The main objective of this study was assessing teachers’ and students’ attitudes towards pronunciation teaching and learning strategies and their implementation in Halale Secondary and Preparatory School focusing on grade ten. To this end, descriptive research design was used. To collect data, questionnaire, interview, classroom observations and textbook analysis were utilized .The data were collected from 243 participants (240 students and 3 teachers). The students were selected using simple random sampling technique while their teachers were selected using available sampling technique. The data collected from the participants using the aforementioned instruments were analyzed quantitatively and qualitatively. The analysis revealed that both teachers and students have positive attitude towards pronunciation teaching and learning. Regarding the implementation, the majority of the teachers did not focus on supra-segmental aspects of pronunciation teaching. The textbook also does not give emphasize to the supra-segmental aspects of pronunciation. Thus, it was concluded that teachers and students have positive attitude for the structural oriented of teaching and learning and the approach of grade 10 English textbook is structural or bottom up and less communicative to help students and teachers who have limited knowledge of the communicative approach of teaching and learning pronunciation. Consequently, it was recommended that the English language textbook of grade ten should address the needs of students on intelligible pronunciation by providing the necessary support on how pronunciation functions in language use through a greater focus on supra-segmental aspects of connected speech that have greater communicative function. This can gear teachers to focus on supra-segmental aspects of pronunciation teaching.

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