EVALUATION OF STUDENTS’ SKILLS IN PRONUNCIATION AND SPEECH PATTERNS: EVIDENCE FROM FEDERAL EXAMINATION BOARD IN KARACHI

Abstract

This study aimed to find out the similarities and difference of pronunciation practices between two educational and examining boards under the same institute availing the opportunities in terms of communication classes. This study was conducted to get first-hand information about students’ self-analysis regarding their pronunciation skills. This study was designed to probe the impact of teacher’s training skills for developing pronunciation of students. The respondents observed in their formal classrooms got freedom to express their personal learning and practicing experiences with regards to pronunciation of English language. The study provided the researchers insight of unseen and unshared view about professional practices of language teachers in school systems. It led towards the timely implementation of practices and improvement in the language strategies keeping in view the unshared thought and opportunity to bring sound change. The checklist carrying 50 words from the respective books of students were used in the study. Students’ pronunciations were recorded. All those listed words meant to cover up all the necessary elements in spoken English. The word list had covered the range from regular to irregular words. The Cambridge system students were found 90% successful in pronouncing the words whereas the performance of Federal Board system students was around 60%. This presented great difference of pronunciation skills of O ‘Level students although their pronunciation showed dominance of British accent. The Federal Board students were less able to pronounce the words accurately. This difference is due to improper follow up of communication classes and teaching methodologies which resulted in lack of confidence level and speech issues.