PRONUNCIATION OUTPUTS OF USING URDU TRANSLITERATION METHOD FOR EFL VOCABULARY IN PAKISTANI ELEMENTARY SCHOOL TEXTBOOKS

Abstract

Oral pronunciation is a foundational feature of foreign language acquisition, especially at primary education, where learner develop their early habits that shape long-term speaking skills (Ayub, Akram, & Khurshid, 2017; Majoka, Khan, & Khan, 2016). Urdu transliteration is a common technique in Pakistani classrooms to support vocabulary recognition. This study investigates how Urdu transliteration in elementary textbooks influences pronunciation development of young learners in Pakistani classrooms. It aligns with phonological interference theory to identify how the use of native-script English words affects sound acquisition. 

‎            Its impact on English pronunciation is an ongoing research topic. This study highlighted that native-script usage initiates new phonological patterns and restricts students access to standardised English.  It suggests substitute methods for accurate pronunciation. Through a mixed-method approach, two groups (transliteration vs. non-transliteration) of 20 students each from grades 5 to 8. All participants attempted 25 common English words.

‎            Research findings show a pronunciation accuracy difference, with the non-transliteration group achieving 77% accuracy and the transliteration group achieving 58%. Interviews and textbooks substantiate pedagogical reliance on Urdu transliteration by highlighting errors such as consonant substitution, vowel distortion and misapplied stress. The study suggests phonic-based techniques and audio tools for improvement.