The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context

English language has been established as World Englishes but millions of non-native English speakers face problems due to unintelligibility and incomprehensibility. This problem exists globally and locally, which is partly because of the marginalisation of the teaching of pronunciation. The current...

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Main Author:	,, Ghulamullah
Format:	Thesis
Language:	eng eng
Published:	2019
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/8153/1/s95298_01.pdf https://etd.uum.edu.my/8153/2/s95298_02.pdf
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id	my-uum-etd.8153
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Hamzah, Mohd Hilmi
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) ,, Ghulamullah The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
description	English language has been established as World Englishes but millions of non-native English speakers face problems due to unintelligibility and incomprehensibility. This problem exists globally and locally, which is partly because of the marginalisation of the teaching of pronunciation. The current study was carried out in the Pakistani context where deficiency in English language is rampant. The purpose of the study was to investigate whether explicit phonetic and phonological instructions are more effective that the implicit instruction. Two experimental groups were randomly selected in which each group consisted of 17 subjects. There were two independent variables (the explicit phonetic and phonological instructions versus the implicit instruction) and two dependent variables (intelligibility and comprehensibility). Each group was treated with a special treatment and was pretested and posttested. Intelligibility was measured by two experts from a Pakistani university using a 9-point Likert scale, while comprehensibility was evaluated through the IELTS listening test. The data was computed using an Independent Samples t-test and a Paired Samples test to see the difference between the means of both groups. The inter groups means difference between Group A and B for intelligibility and comprehensibility was statistically significant. The results indicate that the group who received the explicit phonetic and phonological instructions outperformed the group who was treated with the implicit instruction. Furthermore, a questionnaire survey was conducted to explore the opinions of the subjects about the study in which most on them agreed that they were unaware of sounds and prosodic features before the treatment. They also believe that the teaching of pronunciation should be included in the content and assessment at school in Pakistan. The current study may be a milestone in solving the intelligibility and comprehensibility problems in the Pakistani context promoting teaching pronunciation via explicit instruction.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	,, Ghulamullah
author_facet	,, Ghulamullah
author_sort	,, Ghulamullah
title	The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
title_short	The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
title_full	The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
title_fullStr	The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
title_full_unstemmed	The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context
title_sort	effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the pakistani context
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/8153/1/s95298_01.pdf https://etd.uum.edu.my/8153/2/s95298_02.pdf
_version_	1747828337507565568
spelling	my-uum-etd.81532022-04-10T23:11:00Z The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context 2019 ,, Ghulamullah Hamzah, Mohd Hilmi Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB1025-1050.75 Teaching (Principles and practice) English language has been established as World Englishes but millions of non-native English speakers face problems due to unintelligibility and incomprehensibility. This problem exists globally and locally, which is partly because of the marginalisation of the teaching of pronunciation. The current study was carried out in the Pakistani context where deficiency in English language is rampant. The purpose of the study was to investigate whether explicit phonetic and phonological instructions are more effective that the implicit instruction. Two experimental groups were randomly selected in which each group consisted of 17 subjects. There were two independent variables (the explicit phonetic and phonological instructions versus the implicit instruction) and two dependent variables (intelligibility and comprehensibility). Each group was treated with a special treatment and was pretested and posttested. Intelligibility was measured by two experts from a Pakistani university using a 9-point Likert scale, while comprehensibility was evaluated through the IELTS listening test. The data was computed using an Independent Samples t-test and a Paired Samples test to see the difference between the means of both groups. The inter groups means difference between Group A and B for intelligibility and comprehensibility was statistically significant. The results indicate that the group who received the explicit phonetic and phonological instructions outperformed the group who was treated with the implicit instruction. Furthermore, a questionnaire survey was conducted to explore the opinions of the subjects about the study in which most on them agreed that they were unaware of sounds and prosodic features before the treatment. They also believe that the teaching of pronunciation should be included in the content and assessment at school in Pakistan. The current study may be a milestone in solving the intelligibility and comprehensibility problems in the Pakistani context promoting teaching pronunciation via explicit instruction. 2019 Thesis https://etd.uum.edu.my/8153/ https://etd.uum.edu.my/8153/1/s95298_01.pdf text eng public https://etd.uum.edu.my/8153/2/s95298_02.pdf text eng public phd doctoral Universiti Utara Malaysia Aamer, M. (2009). Existing Education System of Pakistan Psycho - social and Socio- economic Effects. NDU Journal 13-31. Abbas, S. (1998). Sociopolitical dimensions in language: English in context in Pakistan. Journal of Applied Language Studies, 23, 25-42. Abeywickrama, P. 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The effects of explicit and implicit phonetic and phonological instruction on the intelligibility and comprehensibility: a study of teaching english pronunciation in the Pakistani context

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