Section one: BackgroundAll the way through teaching in a publicschool, it has been revealed that teaching the correct pronunciation, aiming toreach intelligibility, is an integral part of learning a foreign language.Janet Goodwin, Judy Gilbert, Bowen, and Brinton are few of many genuineeducational researchers who insisted on the significance of teaching pronunciationfor non-native speakers. Gilbert (2008) states that, “… it is common forstudents to feel uneasy when they hear themselves speak with the rhythm of asecond language (L2). They find that they “sound foreign” to themselves, andthis is troubling for them.
” Thus, achieving intelligibility may help them soundclose to the Native American accent which eases communication as it allowsstudents to utter comprehensible sounds so they can be understood. This willincrease the students’ self-confidence specifically when interacting withnative speakers. According to Seidholfer (1995), “pronunciation is never andend in itself but a means of negotiating meaning in discourse, embedded inspecific sociocultural and interpersonal contexts.” Despite of its importance,several myths have been argued about teaching pronunciation at schools,especially the public ones. Unfortunately, most teachers tend to focus onteaching grammar and vocabulary, but they make a few attempt to teachpronunciation as they consider that teaching regular reading courses is asubstitute for the native pronunciation courses.
The thing that produces anotherproblems. To other teachers in public schools, pronunciation is important yetboring and difficult because a formal pronunciation syllabus isn’t provided.So, they regard teaching pronunciation as time consuming and less importantmainly that they have a full curriculum to finish within a limited time. Between these two attitudes, a new approachto teaching pronunciation that uses the Communicative Language Teaching method,in addition to the technological conducts and the various compiled activities isto be examined for its success and validity. This new approach forpronunciation will be tested by performing it on two groups: an experimentalgroup and a control group, each consisting of twenty students in HoumineAl-Faouqa Public School.
SectionTwo: Statement of the Problem Teaching English Language in a public school isa challenging task because students must be able to use this language as ameans of communication. In order to communicate, the student should pronounceclearly. Unluckily, the public books are not provided with a pronunciation syllabusand teaching materials. So, the book and its workbook are not enough at all toteach pronunciation. Yet, students are obliged to pronounce correctly when allwhat they are learning about pronunciation is the basic vowel and the consonantletters through dull repetitive methods.
Even if they know how to speak, mostof the students are shy and reluctant to speak in English due to their weak”Lebanese English” accent. They are mostly not understood and their Englishaccent doesn’t really sound like English. As a result, they lackself-confidence for expecting others laughing at them when speaking. SectionThree: Purpose of the Study As teaching students to imitate the Americanaccent might sound an unrealistic goal, this study targets at testing thevalidity and efficiency of the new compiled guide for teaching comprehensiblepronunciation or intelligibility to forty students in grade six at HoumineAl-Faouqa Public School.
This new guide involves the use of differentactivities and techniques that help students to improve their accent, providingmore self- confidence for students to express themselves and communicatethrough their second language without any pressures. SectionFour: New ImplementationThis study is examined through the mixed methoddesign that is, using both qualitative and quantitative methods.Questionnaires, oral diagnostic tests and observations are to be used as ameans of collecting primary data.