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|Title||An Evaluation of Pronunciation Teaching Content of English for Palestine 10 and Related Teachers' Competency Level in Light of Current Instructional Perspectives|
This study aimed to evaluate pronunciation teaching with regard to an EFL multi-skills textbook (English for Palestine 10). The evaluation was intended to identify the extent to which pronunciation teaching content incorporated in English for Palestine 10, in addition to the related teachers’ competency level match current instructional perspectives in pronunciation pedagogy. The evaluation included analyzing pronunciation teaching content in the student book (SB) and teacher's guide (TG) as well as observing pronunciation competency level of a sample of 10th grade Palestinian teachers of English language. To achieve the aims of the study, the researcher reviewed a sample of related literature and identified a set of current pronunciation instructional perspectives. Then, she discussed and explored how these perspectives pertain to the effective teaching of English pronunciation. Based on that discussion, she identified and developed a suggested list of characteristics of pronunciation teaching content, in addition to a list of pronunciation teaching competencies that English teachers should be equipped with. In view of that, she constructed two tools: (a) a content analysis card for analyzing the target pronunciation content in the SB and TG; and (b) an observation card for scrutinizing the related competency level of twelve 10th grade Palestinian teachers of English language in Khan-Younis Governorate. By applying the tools, and based on the collected data of the analysis and observation processes, several conclusions were reached, and here are the main ones: (a) pronunciation teaching content of English for Palestine 10 falls short in adopting the suggested characteristics of pronunciation teaching content that match current perspectives in pronunciation pedagogy; and (b)10th grade Palestinian teachers of English language were found to be poorly equipped with the suggested pronunciation teaching competencies that go in line with these perspectives. Based on these conclusions, the researcher offered a number of recommendations related to the production of a supplementary teaching material for improving and modifying pronunciation teaching content of English for Palestine series (1-12). The researcher also offered a number of recommendations related to providing pre-service and in-service English language teachers with pronunciation training courses designed to equip them with the tools to incorporate current pronunciation instructional perspectives into English for Palestine series (1-12).
|Publisher||الجامعة الإسلامية - غزة|
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