Pronunciation errors produced by preschool x teachers

Yerly A. Datu, . (2014) Pronunciation errors produced by preschool x teachers. Masters thesis, Widya Mandala Catholic University.

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Preschool teachers have a very significant role and great influence towards their students’ second language acquisition. They put the basic foundation of English and sounds are firstly introduced during the period. Due to the fact that the students are in their golden period, pronunciation accuracy must be emphasized. This ought to be the main concern for the teachers to prevent them from fossilization and errors which can hinder communication in the future. Therefore, being a good model of English pronunciation is the key. Unfortunately, facts on pronunciation errors produced by preschool teachers were found in the initial observation of this study. The errors eventually triggered the writer to seek much deeper information in regard with those preschool teachers’ pronunciation errors. This study aimed to investigate: (1) features of errors the teachers were prone to, (2) sources of errors, and (3) efforts the teachers did to overcome the errors. Employing a case study design, the participants involved were 50 preschool teachers from three different branches in Surabaya, Sidoarjo and Malang, East Java. They all work for the same foundation with different of working experience and native language. 40 individual words drawn from their syllabus were prepared. The teachers were asked to pronounce those prepared words and their voices were recorded. Contrastive analysis and phonological analysis were applied to analyze the data. To triangulate, this study provided a 29-item questionnaire and an interview. This study also referred to two models of pronunciation namely Standard Southern British (SSB) and General American (GA) and both models employ the International Phonetic Alphabets (IPA) for phonetic transcriptions. Results of the study revealed that participants were prone to errors to six types of consonants, three long vowels, two diphthongs, and two types of word stress. Those errors were mainly caused by interlingual and intralingual transfers. Further, the study also revealed efforts the participants did to overcome pronunciation difficulties: consulting friends, looking up on printed dictionary, and checking from online dictionary on internet. Finally, on the basis of the findings, some suggestions were provided in this study. The suggestions consisted of building more awareness on their roles as pronunciation model for students, improving knowledge and skills on English pronunciation and options for teacher professional development.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: English pronunciation, errors, source of errors, model, fossilization, teacher professional development
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Users 12 not found.
Date Deposited: 03 Nov 2015 05:48
Last Modified: 03 Nov 2015 05:48

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