The Comparison of International Journal of English Pronunciation Teaching in an EFL Context : The Result

Assalamualaikum Wr. Wb

Hello readers welcome to my site, on this occasion I would like to compare the both of Speaking Pronunciation Journals in result context. The title of first the journal is LEARNER PERSPECTIVE ON ENGLISH PRONUNCIATION TEACHING IN AN EFL CONTEXT, by ELINA TERGUJEFF, the University of Jyväskylä (Research in Language, 2013, vol. 11.1; DOI 10.2478/v10015-012-0010-z). And the title of the second journal is Advanced EFL Learners’ Beliefs about Pronunciation Teaching by Sharif M. Alghazo, International Education Studies; Vol. 8, No. 11; 2015 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education.

The aim of both of journal is to see the pronunciation of student has not used English as a second language but they are used as a foreign language. The researchers make the research at the school and university in Finnish and Saudi Arabia. Let's see the result of the both of journal :

1. The first journal

In the interviews, the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to evaluate their pronunciation learning in class and out of class. As stimuli for the discussion, the interviewees’ own EFL textbooks and a list of words in the phonemic script were used. The interviews were framed such that the researcher told the interviewees that she did not know how English pronunciation was taught in Finnish schools and considered the pupils as the experts best able to provide her with this information (Fontana & Prokos 2007, 70). The interviews were conducted in the learners’ native tongue, i.e. in Finnish. In this article, the researcher refers to the original Finnish-language data, but translations into English are also provided. The interviews took place in various surroundings: at the learners’ school, on the premises of the researcher’s institution, and also at the home of one of the interviewees (the youngest participants were interviewed in the home of one of them to reduce possible nervousness on the part of the children). In the school context, appropriate permissions were asked from and granted by the head of school and the municipal education authorities.  The interviews were audio-recorded and transcribed by the author for qualitative content analysis (Kvale 2007, 105). The content analysis was applied to the data to identify the central thematic categories. Six categories emerged: (1) pronunciation goals, (2) pronunciation exercises in textbooks, (3) pronunciation teaching practices, (4) pronunciation models, (5) amount of pronunciation teaching, and (6) pronunciation learning.

2.   The second journal

The main research question asked how do tertiary-level EFL learners in Saudi Arabia As noted in the literature review, a ‘teaching approach’ involves several components in addition to actual teaching methods and strategies, such as course design, teaching materials, and language of instruction. Here, student participants described the course design for pronunciation subjects by stating that the course is entirely addressing segments with very minimal attention given to syllable structure. All participants noted that there is only one subject in the curriculum that focuses on the teaching of L2 pronunciation, and which specifically addresses the production and perception of consonant and vowel sounds. However, when asked about whether they find this amount of instruction (measured by the existence of only one subject) beneficial in developing their pronunciation abilities, the majority of participants (61.9%) agreed or strongly agreed that the amount is not enough to develop their pronunciation skills while 28.1% of participants thought that it is enough to develop their pronunciation; 10% of participants were not sure.

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