In T h e Na m e of G o d

o r o f Ir an ia n E F L learn e r s
alys is of P ron un cia t ion Err
An An
e id a r i So u re s h ja ni (2 01 3)
Hashemin & H

Ayda Marefat Fard

Maedeh Kahe
Sep id e Ahm a di V af a
 PRONUNCIATION FACT
• IT IS REASONABLE TO ACCEPT THE FACT THAT L1 ENGLISH SPEAKERS CAN RECOGNIZE
THE FOREIGN ACCENTS OF NON-L1 ENGLISH SPEAKERS LIKE CHINESE, ITALIAN, AND FARSI
ACCENTS, WHICH MAY AFFECT THE INTELLIGIBILITY OF CERTAIN SOUNDS, BUT MORE
OFTEN IT CONVEYS THE FACT THAT SUCH SPEAKERS ARE NOT L1 ENGLISH SPEAKERS.
 ORAL SKILL
As oral skill are highly seen as a high priority, phonology, and pronunciation teaching . three Learners
in phonology and pronunciation ( elementary , intermediate , and advanced ) . Having analyzed the
data: 1. pronouncing and mispronouncing. 2. speed of reading was inappropriate for all the beginning,
intermediate, and advanced learners. Key words: phonology, pronunciation errors, speed of reading.
Being able to speak English, involving vocabulary, grammar, pragmatics, and so on. Vocabulary and the
grammatical rules of the English language, speakers would be unintelligible if they have a poor
pronunciation .
 1. INTRODUCTION
Many of these learners is The nature of a foreign
the achievement of accent is determined, to a
acceptable pronunciation large extent. Good
that enables to be pronunciation should be
understood by English one of the first things
speakers. considered in teaching.

One can live without One can live without

advanced grammar by using advanced vocabulary by
simple grammar structures using simple words to say
instead. what they want to say.
 2. BACKGROUND TO THE STUDY
Persian is a widely spoken member of the Indo- Besides, many languages of the world like English and
European languages, and it is the national language of Farsi estimated that there are 40 million Farsi speakers in
Iran. the world.

Audio lingual method : A method that emphasized The most relevant features of pronunciation stress, rhythm,
the behavioristic drilling of sound contrasts and and intonation play a greater role in English communication.
word pairs, and sounds.
 3. METHODOLOGY
1. Participants, 3 male participants from different levels , they were all adults, and they were selected
some materials elaborated in the sections.
2. Materials, consisted of 3 lists : phrases, reading passages , and de_ contextualized words.

3. Procedure:
The study included four phases

2: A passage with approx. 3: passage , and contextualized words.

 4. RESULTS AND DISCUSSION
He just memorized some sentences from the text and exact word then he selected the words, phrases,
and sentences.
NEXT
The intonation was better than that of the beginner , and he
gave a summary in his words, and it was completely
understandable.
The intermediate participant’s segmental
errors in table 4. TABLE 4 & 5
TABLE 6 & 7

Incorrect stress patterns of the advanced participant

are shown in table 7.
 5.CONCLUSHION
Pronunciation teaching has become more interested in and interesting to the learner. Advances in
knowledge and the pressure for pedagogical development imply different and continuing training and
development for teachers and learners.
In addition teacher need to trained to obtain a through knowledge of the sound system and the appropriate
intelligible models to encourage them to devote time, specially to focus on phonemes for learners.
THE END
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