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Pronunciation Difficulties Encountered by English Language Teachers at Basic level Schools Diagnosis and Remedy (A Case Study of Port Sudan Locality)

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dc.contributor.author Salah Abdalbagi Mohamed Ali Sawarda
dc.contributor.author Supervised by : Amin Mohamed Ahmed Mohy Al-din
dc.date.accessioned 2018-03-05T07:05:45Z
dc.date.available 2018-03-05T07:05:45Z
dc.date.issued 2017
dc.identifier.uri http://repository.rsu.edu.sd/
dc.description.abstract This study focuses on the difficulties of pronunciation that English Language Teachers at Basic Level Schools (ELT at BLS) in Port Sudan Locality face when teaching English language. It aims first at investigating the most common prominent pronunciation errors for those teachers. Second, it attempts to find out the reasons for the errors that occur in the teaching pronunciation and third, it will give remedial suggestions to overcome the observed pronunciation problems and to help them become better speakers of the English language. The sample of this study was fifty BLS, from Port Sudan Locality. Three research instruments are used in order to collect the necessary data. The first one is an observation which carried out as focused observations as practical classroom observations are considered the best way to achieve the aim of this study. The second research tool is an audio recorded (seventy recorded lessons). The third research tool is pronunciation tests. The collected data is analyzed quantitatively and qualitatively and being interpreted in relation to the hypotheses of the study. The results show that the most common pronunciation errors made by the (ELT at BLS) concern the presence of new sounds in the target language not found in Sudanese Spoken Arabic (SSA); the English dental fricative /θ/ and /ð/, voiceless bilabial plosive /p/, voiced labiodental fricative /v/ , voiced plato-alveolar fricative /ʒ/, mid central /ɜː/ and mid front /e/. In other words, the main sources of those errors lie in the influence from the English teachers’ first language (SSA). Based on the findings, the study concluded that factors such as interference, the differences in the sound system in the two languages inconsistency of English sounds and spelling militate against Sudanese English language teachers’ competence in pronunciation. Finally, the researcher has proposed a number of recommendations some of these are the English teacher’s textbooks should include in introduction of any lesson the phonemic transcription of the most difficult words, in order to minimize the mistakes in pronunciation. English teachers should be given in-service training courses in phonetics and phonology to enable them read the symbols of phonemic transcriptions. en_US
dc.language.iso en en_US
dc.publisher جامعة البحر الاحمر en_US
dc.subject master en_US
dc.subject الماجستير en_US
dc.subject ماجستير en_US
dc.subject English Language en_US
dc.subject Teacher en_US
dc.subject Port Sudan en_US
dc.subject School en_US
dc.title Pronunciation Difficulties Encountered by English Language Teachers at Basic level Schools Diagnosis and Remedy (A Case Study of Port Sudan Locality) en_US
dc.type Thesis en_US


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