Developing proficiency in the target language requires sharpening one's repertoire in several competencies, including, linguistic, discourse, sociolinguistics as well as strategic competence which enable language learners to compensate any breakdown that usually occurs as a result of learners' limited knowledge whether in the system or pragmatic of the target language. However, all the above elements together play a major role in developing learners' overall communicative competence, they all be useless if the learners have not developed intelligible pronunciation in the target language. Therefore, the aim of this paper is to investigate some of the pronunciation problems that Arab learners of English encountered regardless whether they belonged to the Arabic language interference or as a result of poor development in the intra-language systems. Henceforth, the paper depends on secondary data gathered from previous studies to reach a clear understanding about such problems and suggest some pedagogical techniques for teaching pronunciations to Arab learners of English, specifically with more focus to teaching the suprasegmental elements of phonology. The researcher recommends for English language teachers at secondary or tertiary levels to apply the Gilbert's Prosody Pyramid for teaching pronunciations to Arab students. Finally, the researcher explains how such model can be implemented in the classroom.
تاريخ النشر
13/04/2016
الناشر
South -Asian Journal of Multidisciplinary Studies (SAJMS)
د.وجدي رشاد علي بن هادي | Wagdi Rashad Ali Bin-Hady | 934