LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 8 August 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Study of the Teaching of English Pronunciation in Indian High Schools

Rohit S. Kawale, M.A., M.Phil., Ph.D.

Abstract

This paper is based on a research project undertaken by the author. When the teaching of English pronunciation was introduced in the high schools for students from Marathi medium schools in Maharashtra, a study of the teaching of English pronunciation was undertaken in a few high schools from Maharashtra. It was found that students were motivated to learn English pronunciation, but some teachers were not motivated to teach or not trained enough to teach English pronunciation. A few problems were found in the teaching, when actual lessons were observed. When students were interviewed, it was found that not enough time was devoted to the teaching of pronunciation. It was also found from an interview with a teacher who had worked as an expert at training programmes that the scheme of training teachers was defective. The author has made some suggestions as to what can be done to make teachers better equipped for teaching and make it easier for students to learn English pronunciation.

Introduction

This paper is based on a research project undertaken by the author. The problem taken up for the present study is related to the English school texts in Maharashtra (published by Maharashtra State Bureau of Textbook Production and Curriculum Research) that were introduced as per a communicative syllabus. It was said in the Preface to the 5th Standard textbook that learning a language is acquiring the four basic skills in it – listening, speaking, reading and writing and also using the language in everyday situations.1 Accordingly, every unit in the book was divided into five parts – listening, speaking (i.e. pronunciation), talking (i.e. conversations), reading and writing.

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

Rohit S. Kawale, M.A., M.Phil., Ph.D.
Associate Professor & Head
Department of English
Sangamner College
Sangamner 422605
Maharashtra
India
rohit.kawale@gmail.com
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