INVESTIGATING PHONOLOGICAL ACCURACY AMONG PAKISTANI EFL INSTRUCTORS AT HIGHER SECONDARY LEVEL IN PAKISTAN

Abstract

Pronunciation in second language learning has been a neglected aspect in most English classes in Pakistan. Teaching pronunciation is interestingly and widely discussed subject in the area of English language teaching. It is an admitted fact that teacher may be an effective tool in developing students’ accuracy and shaping their fluency in pronunciation. In the same way, Teachers may work out better results through supra-segmental and by conducting pronunciation with intensive listening practice. The current study probed into Pakistani English teachers’ perceptions about why English should be taught in schools and explored their attitudes to  compare related to intensive practice of fluency, phonological accuracy, teaching techniques and identifying suitable methods to treat phonological issues among Urdu EFL learners. Sample populations were 60 English teachers from 6 different Institutes in Southern Punjab of Pakistan. Questionnaire consisting thirty items on a five point Likert scale and three open ended questions were used as research tools. The results of the study revealed that the teachers’ attitudes were highly positive towards teaching phonological accuracy and communicative fluency activities. Nonetheless, teachers’ attitudes do not relate to the pedagogy conducted in their classrooms as highly as expected.