Pronunciation Difficulties of English Inter-Dental Sounds. The Supporting Methods of Pair Drills and Reinforcement

Table of Contents

1.0 INTRODUCTION

1.1 Background of the study

1.2 Statement of problem

1.3 Purpose of study

1.4 Objectives of the study

1.5 Research questions

1.6 Significance of the study

1.7 Delimitation

2.0 Introduction

2.1 Pronunciation

2.2 Importance of teaching English pronunciation in ESL schools

2.3 Pronunciation problems or difficulties in Ghana

2.4 The type of pronunciation to be taught

2.5 Minimal pairs

2.6 The role of minimal pairs in the teaching of pronunciation

2.7 Role of reinforcement in learning

2.8 Views and comments from teachers and colleagues

3.0 Introduction

3.1 Research design

3.2 Population

3.3 Sample and sampling procedure

3.5 Research instrument

3.5 Procedure for data collection

3.6 Pre-Intervention

Observation

Questionnaire

Tests

Pre-test

3.7 Intervention Stage

3.8 Post-intervention

Post-test

4.0 Introduction

4.1 Pre-test analysis

4.2 Analysis for questionnaire

4.3 Post-test analysis

4.4 Summary of data presentation

5.0 Introduction

5.1 Summary

5.2 Conclusion

5.3 Recommendations

5.4 Implication for further research

Objectives and Scope

The primary objective of this research is to improve the pronunciation of the voiced and voiceless interdental sounds (/ð/, /θ/) among Form 2A students at Assemblies of God Senior High School, who currently struggle with these sounds due to first language interference.

• Identify the specific pronunciation errors made by students regarding interdental sounds.
• Determine the causative factors linked to these pronunciation difficulties.
• Implement intervention strategies, specifically minimal pair drills and reinforcement techniques.
• Evaluate the efficacy of these interventions in improving students' speech and oral performance.

Excerpt from the Book

Summary of Chapters

CHAPTER ONE: This chapter introduces the study, outlining the background, problem statement, objectives, and significance regarding the pronunciation difficulties of Ghanaian students.

CHAPTER TWO: This chapter reviews literature on pronunciation, the role of minimal pairs, reinforcement, and the influence of the first language on second language acquisition.

CHAPTER THREE: This chapter details the methodology, including the action research design, population, sampling procedures, and the specific intervention stages used.

CHAPTER FOUR: This chapter presents the data analysis from pre-tests and questionnaires, evaluating the effectiveness of the teaching interventions.

CHAPTER FIVE: This chapter provides a summary of findings, draws conclusions, and offers recommendations for future teaching practices and research.

Keywords

Pronunciation, Interdental Sounds, Minimal Pairs, Reinforcement, Action Research, ESL, First Language Interference, Received Pronunciation, Oral Skills, English Language Teaching, Ghanaian English, Speech Sounds, Phonology, Communication, Language Acquisition

Frequently Asked Questions

What is the primary focus of this research?

The research focuses on helping students at Assemblies of God Senior High School improve their pronunciation of the voiced and voiceless interdental sounds (/ð/ and /θ/).

What are the core research questions?

The questions explore the specific pronunciation problems students face, the causes of these difficulties, and how minimal pair drills and reinforcement can improve their pronunciation skills.

Why are interdental sounds difficult for these students?

The difficulty is primarily attributed to the influence of the students' first language (L1 interference) and a lack of formal instruction in oral speech work.

What research methodology was employed?

The study utilized an action research framework, incorporating observations, questionnaires, and pre- and post-tests to gather and analyze data.

What specific interventions were used?

The researcher used minimal pair drills and reinforcement strategies to help students identify, discriminate, and practice the target sounds.

What characterizes the target audience of this study?

The participants are Form 2A students at Assemblies of God Senior High School, who are mostly bilingual and growing up in multilingual societies.

Why is Received Pronunciation (RP) mentioned in the study?

RP is discussed as the standard model for English pronunciation in Ghana, serving as the target for instructional purposes.

How were the intervention results measured?

The results were measured through a post-test, which demonstrated a massive improvement in students' ability to produce the interdental sounds correctly.