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.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
SEPTEMBER, 2019
