The impact of pronunciation teaching and learning on reading and speaking skills of junior high schools in Asikuma

Abstract

The aim of this dissertation is to discover the impact of teaching and learning of pronunciation on reading and speaking skills of students in Asikuma in the Asuogyaman District in the Eastern Region of Ghana. Specifically, it investigates the impact of teaching segmental and suprasegmental features on reading and speaking, impact of pronunciation teaching methods and ICT tools on reading and speaking and teachers‟ and students‟ perception on teaching and learning of pronunciation on reading and speaking skills. The research was carried out with 20 students and 4 teachers at schools in Asikuma. Qualitative methods: questionnaires, interviews, observations and tests were used to gain a better understanding of the impact of pronunciation on reading and speaking skills. The findings signify that pronunciation instruction is valuable to reading and speaking. Again, students and teachers think that using the right pronunciation techniques and ICT tools will improve the overall performance of students of English language. This study concludes by urging teachers to use the correct pronunciation techniques and methods and urges curriculum and syllabus designers to integrate pronunciation teaching into reading, speaking, and listening.