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Kassem, Abeer
Languages: English
Types: Doctoral thesis
Subjects:
This thesis examines the main aim of teaching pronunciation in second language acquisition in the Syrian context. In other words, it investigates the desirable end point, namely: whether it is native-like accent, or intelligible pronunciation. This thesis also investigates the factors that affect native-like pronunciation and intelligible accent. It also analyses English language teaching methods. The currently used English pronunciation course is examined in detail too. The aim is to find out the learners’ aim of pronunciation, the best teaching method for achieving that aim, and the most appropriate course book that fulfils the aim. In order to find out learners’ aim in pronunciation, a qualitative research is undertaken. The research takes advantage of some aspects of case study. It is also supported by a questionnaire to gather data. The result of this research can be regarded as an attempt to bring the Syrian context to the current trends in the teaching of English pronunciation. The results show that learners are satisfied with intelligible pronunciation. The currently used teaching method (grammar-translation method) may be better replaced by the (communicative approach) which is more appropriate than the currently used method. It is also more effective to change the currently used book to a new one that corresponds to that aim. The current theories and issues in teaching English pronunciation that support learners’ intelligibility will be taken into account in the newly proposed course book.
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    • 4.10 Language and Culture………………………………………………………189 4.10.1 Theoretical Background……………………………………………..…189 4.10.2 From Theory to Practice……………………………………………….194 4.11 Pronunciation Teaching: Past and Present………………………195 4.11.1 The 1940s, 1950s, and into the 1960s………………………..195 4.11.2 The 1960s, 1970s, and into the 1980s……………………....197 4.11.3 Through the 1980s and into the 1990s……………………...199 4.11.4 The 1990s and into the Twenty-First Century…………….204 4.11.5 Programming Principles…………………………………………………206 4.11.6 Learner Goals, Standards and Outcomes…………………….210 4.12 A Comprehensive, Research-Based Approach to Teaching Pronunciation………………………………………………………………………….…212 4.13 Implications for Teaching………………………………………………..214 4.14 Implications for the Pronunciation Course at Damascus University………………………………………………………………………………….220 4.15 Conclusion…………………………………………………………………………221
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