Investigating the Suitability of Content Gradation in Learning Vowel Pronunciation Case Study of Third Year Middle School Pupils

Abstract

Developing an overall communicative competence in the target language requires enhancing the learners' proficiency in oral performance as well as a high level of intelligible pronunciation. Due to this vital role, pronunciation is included in almost all the educational curricula. The aim of the study is to investigate the suitability of content gradation in learning vowel pronunciation. The third year middle school was used as a case study; fifty teachers of English and fifteen pupils were purposively sampled. Out of the problems, deductions were made to formulate three research questions: (1) Do students encounter difficulties in learning English vowels‟ pronunciation? (2) Is the pronunciation content well selected and graded to meet the pupils‟ level and needs? (3) Does the content gradation influence the poorness of learners‟ pronunciation? Initially, this paper demonstrates relevant literature background to reach a clear understanding about such problems and suggest some pedagogical recommendations. In addition, dominant theories related to content selection and gradation are exposed. The review of literature shows the influential role content plays in the smoothness and effectiveness of the learning process, if it is well selected and graded to meet the pupils‟ level and needs. In an attempt to find answers to the research questions, a descriptive method is opted for and two instruments are used, namely a teachers‟ questionnaire and a classroom observation. The information gathered from the empirical survey generally reveal that inappropriate content selection and gradation weakens the level of the pupils in pronunciation. In particular, the current syllabus failed to provide the third year pupils with the necessary vowel sounds in a well-selected and graded design.