FROM LEARNING TO ACQUIRING: THE IMPACT OF PHONOLOGICAL INSTRUCTIONS ON ESL LEARNERS' PROSODY AT MASTERS LEVEL IN PAKISTAN, OKARA

Abstract

Pronunciation is one of the most important features of speaking skill. Developing countries like Pakistan where pronunciation and phonological awareness are not emphasized in teaching learning environment. Unfortunately, it is considered a neglected area in teaching, learning of English language. A pure experimental research was done to examine the effect of phonological awareness on ESL learners’ prosodic features while speaking at post graduate level in Okara District. Fifty fife randomly selected students were taken as subject of this experimental research. Experimental group was given phonological instructions precisely based on stress, intonation and rhythmic features on onset and register, by employing phonetic videos and audios while control group was taught by the traditional way. Pretest and posttest data were measured by using 1-5-point Likert scale and collected data was analyzed by using SPSS.  Findings show that there is positive effect of phonological instructions on ESL learners’ pronunciation, prosodic features and comprehension.