Abstract
The aim of this study is to analyze Omani ESL learners perception of their pronunciation needs, problems related to Omani students’ pronunciation and strategies which students use to learn pronunciation. The paper also investigates if Omani students are conscious of their pronunciation obstacles. In this study, the observation and perception of Omani university students from Ad Dakhiliyah Region were examined in order to determine their pronunciation needs. As far as English as a Second Language (ESL) classes are concerned, language skills are frequently taught separately and teachers focus more on some skills i.e. grammar, reading, writing and vocabulary than on pronunciation. Seidlhofer (2000) states that some researchers have noted that teachers treat pronunciation skills as the “Cinderella” of ESL teaching and pronunciation is regarded as an extra add-on. It is essential to investigate for a teacher what aspects and strategies of teaching pronunciation are the best for ESL students. The method of data collection was a questionnaire using the sample questions presented by Derwing and Rossiter (2002). The questionnaire was distributed among Omani university learners in Ad Dakhiliyah Region. Students were asked to fill in the questionnaire and return it the next day. The major research problem is focused on the possibility of improvement of pronunciation teaching strategies. The research was conducted by the author during his professional work as a university lecturer in the Ad Dakhiliyah region in the Sultanate of Oman.
Highlights
Researchers have not focused much on Omani English as a Second Language (ESL) learners’ strategies and their pronunciation needs
The results of this study show that ESL learners do not focus much on learning pronunciation
Students would like to participate in extra pronunciation classes, they have no opportunity or enough instruction
Summary
Researchers have not focused much on Omani ESL learners’ strategies and their pronunciation needs. Seidlhofer (2000) states that during ESL classes, educators teach language skills separately. Pronunciation is ignored and some teachers believe that learning and teaching pronunciation skills ought to be postponed for the future when students achieve a higher level. It seems that pronunciation is regarded as an “add-on” which is frequently considered to be dull and not very beneficial by the teachers (Brown 2014). It is essential for pronunciation teachers to comprehend what aspects of pronunciation needs are significant for students. Teachers ought to familiarize themselves with various techniques which ESL learners use to send their message when the pronunciation barrier is a problem in communication
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