LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:6 June 2017
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.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Pronunciation Norms in EFL Context:
A Case Study of Tertiary Institutions in Oman

Kati Poul, M.A., B.Ed., M.Phil. CELTA, APSET, (Ph.D.)

Abstract

One of the continuing conundrums that continue to engage the attention of teachers and students alike is a Hamlet like dilemma where teaching phonetics is concerned. There has been a competition between nativeness principle and intelligibility principle, with curriculum designers emphasising the former aspect in countries where the norm is exonormative. There have not been many studies where students who learn English as a foreign language have had their voices heard insofar as their preferences with regard to learning pronunciation are concerned. This is one such study that looks at learner preferences for learning pronunciation in English classes at the tertiary level. It was conducted in four colleges in Muscat, Oman and he students were from technical training institutes that offer vocational courses.

Keywords: nativeness, MTI (Mother Tongue Influence), RP(Receive Pronunciation), Supra-segmental features, Outer Circle countries

Introduction

Oman is an attractive destination for expatriates, in particular teachers of English, since English is seen as the language of the globe and therefore a language worth investing in. In nearly all tertiary institutes in Oman, English is taught as a foreign language and the country advertises positions asking for native speakers of English with a CELTA, DELTA or Trinity certification to apply for teaching positions. Occasionally, non-native speakers of English with advanced degrees in ELT or Literature, a PhD with some teaching experience, are also considered for teaching positions in universities and technical training institutes.

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


Kati Poul, M.A., B.Ed., M.Phil., CELT,. APSET, (Ph.D.)
Assistant Professor of English
Institute of Aeronautical Engineering
Dindigal
Hyderabad 500043
Telangana
India
keshavkati@gmail.com
paul_ciefl@yahoo.co.in

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