LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:4 April 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

Celebrate India!
Unity in Diversity!!

HOME PAGE

Click Here for Back Issues of Language in India - From 2001

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIALS

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2020
M. S. Thirumalai

Publisher: M. S. Thirumalai, Ph.D.
11249 Oregon Circle
Bloomington, MN 55438
USA
Custom Search

Afghan EFL Students’ Perceptions about English Pronunciation

Abdulhay Zafary, M.A.

Abstract

This study investigates the perceptions of Afghan EFL students about English pronunciation in terms of positivity, importance, students’ enthusiasm, and difficulty. Furthermore, it sees if there are any significant statistical differences in their perceptions based on their profile. The survey was conducted using a Likert scale questionnaire which sought to collect data from 100 EFL students of the English Department of Takhar University. Data collected from respondents were analyzed through SPSS version 26 for descriptive statistics. Also, t-test and One-way ANOVA were run on data for comparison and contrast of variables. The results revealed that Afghan EFL students hold a positive perception about English pronunciation and feel enthusiastic towards their pronunciation related activities. They also believe that learning English pronunciation is difficult for them. The survey implications for EFL administrators and teachers in the context of Afghanistan is to incorporate more pronunciation improving activities in English course-books and design learning activities that meet the needs of students.

Keywords: Afghan EFL Students, Perception, English Pronunciation, Language, Education

Introduction

English language learning takes place when multiple domains of language like; listening, speaking, reading and writing skills are acquired (Almaqrn & Alshabeb, 2017). Among them, listening and speaking require proper pronunciation for intelligible communication. Researches reveal that students’ good feeling about their pronunciation motivates them towards better learning. As stated by Young (2006), “learners’ positive attitudes may lead to increased motivation, which in turn may lead to successful attainment of proficiency due to increased input and interaction.” However, if they have bad feelings about their pronunciation they are demotivated in the learning process. According to the report by Tella et al. (2010), there seems to be correlations between negative attitudes towards learning and students’ poor performance. As stated by Marza (2014), there is no doubt that appropriate pronunciation of a language is the most important aspect of understanding others and making ourselves understood by others. Communicability is determined not just by correct grammar and large number of vocabulary but also by proper interaction of pronunciation features. It may be claimed that pronunciation classes should deal with pronunciation teaching and learning problems and needs. The author believes that, since the ultimate goal of learning English as a foreign language (EFL) is comprehensibility and intelligibility in spoken English, a few hours specified for pronunciation in the curriculum will not result in students’ communicative competence. Moreover, Kang (2010) states that “researchers in applied linguistics have paid little attention to learners’ perceptions of pronunciation instruction in L2 contexts”.

As an instructor of English language, literature and linguistics, the author has taught phonology, phonetics and pronunciation classes repeatedly to Afghan EFL learners throughout his profession. During his sessions, students have provoked different reactions towards English pronunciation. It has been observed that some students were enjoying their pronunciation activities in their groups. However, others would ignore, if possible, and think of pronunciation as a confusing and tough area of language. Although the author believes that it is teachers’ responsibility to deal with pronunciation problems of students, there also seem to be some non-linguistic factors, such as; perceptions and attitudes in students affecting their improvement in pronunciation.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Abdulhay Zafary, M.A.
Lecturer, English Department
Language and Literature Faculty
Takhar University
Taloqan City, 3701, Afghanistan
ab.zafari@gmail.com
Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.