AN ANALYSIS OF TEACHING, LEARNING AND PRACTICE OFENGLISH PHONOLOGY TO MULTILINGUAL UNDERGRADS

Authors

  • Albeera Ahmad Khan Visiting Lecturer (English), University of Education, Lower Mall Campus, Lahore Author
  • Zia Batool Chairperson, Private Educational Institutions Regulatory Authority (PEIRA), Islamabad Author
  • Dr. Muhammad Javaid Iqbal Assistant Professor, Department of Education, Lahore Leads University, Lahore. Author
  • Mahnoor Hameed Visiting Lecturer (English) Bank Road Campus, University of Education, Lahore Author

Keywords:

Teaching, learning, practice, English, Phonology, Multilinguals

Abstract

The study of phonology plays a crucial role in enhancing English communication skills. English
phonology instruction and study enhance communication in a variety of contexts. Phonology is
vital to linguists, scholars, and students of English. To improve pronunciation, intonation, and
rhythm for effective English communication, learn English phonology. Academics study
numerous components of English phonology. The phonological training in multilingual English
classes was evaluated in this study. The mixed-methods research included surveys and semistructured interviews with English language students and teachers. 120 English language learners
and educators submitted quantitative information. The research used descriptive statistics to
analyze quantitative data situational analysis and theme exploration to analyze qualitative data.
The results indicate that English phonology is still essential for language learning, and most
teachers stress this in the classroom. Pronunciation is difficult since significant variances exist
between English and the student's native tongue. The research highlights the need for improved
phonological training that is learner-centered and focuses on teacher preparation and professional
development. According to the study, English language learners should focus on phonology to
improve pronunciation and language. To improve pronunciation, teachers must also teach their
pupils the grammatical and phonetic differences between English and their native tongue. The
use of more hospitable and culturally aware teaching and learning strategies, as well as language
policies and programs, should be made. This research offers practitioners, scholars, and
policymakers’ brand-new information on phonological teaching and learning in multilingual
settings. The research identifies problems with English phonology teaching and learning and
suggests strategies to improve students' language and pronunciation skills.

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Published

2024-12-09

Issue

Vol. 7 No. 4 (2024): (JALT)

Section

Articles