TABLE OF CONTENTS
INTRODUCTION
DEVELOPMENT
CHAPTER ONE: THEORETICAL BACKGROUND
1.1. Definition of pronunciation.
1.2. The importance of teaching and learning pronunciation.
1.3. The teacher’s roles and student’s roles in teaching and learning
pronunciation.
1.3.1. The teacher's roles in teaching pronunciation.
1.3.2. The student's roles in learning pronunciation.
1.4. The pronunciation components.
1.4.1. Gerald Kelly’s ideas about pronunciation components.
1.5. Factors affecting pronunciation learning.
1.5.1 The interference from the mother tongue.
1.5.2 The age factor.
1.5.3. Amount of exposure.
1.5.4. Phonetic ability.
1.5.5. Attitudes and identity.
1.5.6. Motivation and concern for good pronunciation
1.6. Teachers’ and students’ problems in teaching and learning pronunciation.
1.6.1. The nature of pronunciation.
1.6.2. Class setting.
1.6.3. Teaching model
1.6.4. Intelligibility.
CHAPTER TWO: RESEARCH METHODOLOGY
2.1. Methodology.
2.1.1. The research questions:
2.1.2. The participants:
2.1.3. The instruments.
2.1.4. Data analysis process.
CHAPTER THREE: THE STUDY
3. Data presentation.
3.1 Survey questionnaires.
3.1.1 Teachers’ and students’ attitudes towards teaching and learning
pronunciation.
3.1.2 Students’ pronunciation level.
3.1.3 The purpose of teaching and learning pronunciation
3.1.4 The attraction of teaching and learning pronunciation.
3.1.5 Pronunciation teaching and learning time.
3.1.6 Teachers’ and students’ problems in teaching and learning vowels
and consonants
3.1.7 Teachers and students’ problems in teaching and learning pronunciation
3.1.8. The causes of the difficulties in teaching and learning Pronunciation
3.1.9. Causes of the difficulties in teaching and learning pronunciation in English 10.
3.1.10 Classroom approaches, techniques and activities used by teachers.
3.1.11. Students’ expectations and teachers’ recommendations to teaching
and learning pronunciation.
3.2 Classroom observations.
3.2.1 Teaching and materials and curriculum.
3.2.2 Students’ activities and their mistakes in producing long, short vowels
and fricative consonants.
3.3. Interviews and discussions.
4. Data analysis and discussion.
CONCLUSIONS
1. Summary of the findings.
2. Pedagogical implications.
2.1. Increasing teaching and learning time for pronunciation.
2.2. Contracting various techniques and activities in teaching
pronunciation.
2.3. Motivating students in learning pronunciation.
2.4. Increasing teacher’s and student’s roles in teaching and learning
pronunciation.
3. Limitations of the study.
4. Recommendations for a further study.
REFERENCES
APPENDIX