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Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh

Article · January 2015

DOI: 10.5281/zenodo.15900

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 Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh
[PP: 09-20]
Tanzina Tahereen
Department of English
East West University
Dhaka, Bangladesh

ARTICLE INFO ABSTRACT

Article History Teaching pronunciation is one the most challenging parts of ELT in
The paper received on: Bangladesh. Very few research and least attention on pronunciation
17/12/2014 teaching has instigated those challenges more. Moreover, setting an
Accepted after peer- ambitious target to achieve native like pronunciation and teaching
review on:
without considering the Bangladeshi context are more specific reasons
20/02/2015
for creating those problems. Therefore, this paper concentrates on the
Published on:
07/03/2015 discussion of the existing condition of teaching pronunciation in
Bangladesh. Consequently, it starts with presenting existing
Keywords: circumstances of pronunciation teaching in Bangladesh, and showing
Challenges, what the achievable and realistic goal should be for this situation. Then,
ELT, it talks about the challenges that the teachers face while teaching
Intelligibility, pronunciation in ELT classroom. This discussion provides deep insight
Bangladeshi EFL into those challenges which are only applicable to Bangladeshi
Learners students. Finally, the paper suggests some contextual and practical
Pronunciation teaching, solutions to those specific problems.

Suggested Citation:
Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh. International
Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

1. Introduction in English are exceedingly significant here.

Pronunciation is considered as an In every sector, people with good English
integrated and integral component of communication skills are considered better.
second/foreign language learning, as it Therefore, teaching and learning English has
influences learners’ communicative a great demand in EFL context. Knowledge
competence and performance in English, especially speaking, has a great
(Maniruzzaman, 2008). Though there is a lot demand in the competitive job market.
of controversy regarding the inclusion of However, among the four skills: speaking,
explicit pronunciation teaching in the listening, writing, and reading, speaking
curriculum, the significance of teaching English is the most neglected area in
pronunciation for teaching effective Bangladesh. As a result, learners’ ability to
communicative skills is undoubtedly speak in English remains very poor. In spite
accepted everywhere. Due to this of being the students of higher institutions,
controversy, pronunciation is a less practised they feel shy to speak in English (Azizul,
skill inside and outside the classroom in 2010).
many countries. This negligence is Teaching pronunciation, at tertiary level in
prominently observed in second language Bangladesh, is not less complicated than
and foreign language context because of teaching grammar and comprehensions. As
some reasons: lower possibility of achieving it is neglected at every level of education
native like pronunciation, less opportunity of system, the teaching scenario exists with a
interacting with native speakers (Fraser, lot of difficulties at tertiary level. At primary
1999), and very little chance in classrooms (class1-5), secondary (class 6-10) and higher
to teach pronunciation. The reluctance secondary level (class11-12), speaking and
among teachers to teach pronunciation is listening have never been the focus to be
also a reason for this negligence. However, taught and tested. Therefore, emphasis on
these reasons do not rationalize the pronunciation never comes explicitly or
negligence for teaching pronunciation, as implicitly at these levels. Consequently,
teaching itself is obligatory for achieving teachers at tertiary level find it challenging
intelligible and comprehensible speech while dealing with these students who have
production (Fraser, 1999). Teaching no experience in practicing speaking and
pronunciation is not important here for listening inside and outside the classroom.
achieving a perfect pronunciation model; but So, this paper mainly deals with the
rather it is significant for developing better classroom situation at tertiary level where
communicative skills. teachers have to face a lot of challenges to
English is an international language; teach pronunciation. The problems that
it is not restricted to any specific boundary. teachers in Bangladesh face while teaching
It is not feasible to expect that a non-native the adult students are discussed in this paper.
speaker will achieve the native like English. Afterwards, some attainable solutions are
Rather, they should be expected to proposed through the reference of various
communicate appropriately by producing suggested models suitable to Bangladeshi
comprehensible and intelligible EFL contexts.
pronunciation sounds (Howlader, 2011). 2. Condition of Teaching Pronunciation
Though in Bangladesh, English is in Bangladesh
considered as the foreign language, the skills
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 9
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

Though in Bangladesh students start short lasting from 6 months to 9 months.

learning English as a foreign language from Within this very short span of time, teachers
the very beginning of their education, their have the chance to teach speaking and
struggle with learning the language still listening in classroom where they have to
prevails in every context to its full integrate pronunciation. As CLTA is
subsequent extent. Teachers at tertiary level followed both pedagogically and practically
have to endeavor for making their students’ at this level, there is a shift observed in
conversation communicative, setting objectives for both teachers and
comprehensible, and intelligible, as most of learners from specific linguistic
them never accomplish the language skills competencies to broader communicative
successfully even after the twelve years of competencies (Morley, 1991). Therefore, the
secondary education in English language necessity of integrating pronunciation with
learning. The question ‘who should be oral communication is clearly felt
blamed for this situation’ invites a lot of (Maniruzzaman, 2008).
issues, and these are not the focus of this Amin (2006) and Azizul (2010) have
paper. Teaching pronunciation was never explained some ‘inherent problems’ of
into the focus in “grammar translation era” Bangladeshi speakers who speak English.
(Howlader, 2011) in Bangladesh, and so First, Bangladeshi learners do not have the
speaking was not included in the curriculum. chance to interact in English with others.
In 1960, with the advent of Communicative Second, they only focus on the structure of
Language Teaching Approach (CLTA), language, and do not emphasize on
speaking and listening received the comprehensibility, stress and intonation for
importance in the curriculum and in the pronunciation. Third, they do not have
syllabus, but practically these were observed enough exposure to English inside and
neither in the classroom practices nor in the outside the classroom. Fourth, learners do
assessments. Still, the scenario is same in not have enough instrumental or integrative
secondary and higher secondary level. Most drive to learn this language. Moreover,
of the students are found to use the wrong Sultana & Arif have said that Bangladeshi
pronunciation, and they are never corrected. learners are not aware of the difference
Pronunciation has an indissoluble between sound and letter, connection
connection to communication through between sound and spelling, and knowledge
listening and speaking (Gilbert; Celce- of the syllabic or phonological divisions of
Muria; as cited in Maniruzzaman, 2008), it words. They have also added that the
is ignored in the syllabus and even in the influence of local dialect has a great impact
classroom activities. on the use of English (as cited in Azizul,
However, the real application of 2010, p 199).
communicative language teaching can be 2.1 What is to Achieve: Perfection or
observed at tertiary level in Bangladesh. In Intelligibility?
most of the universities, both private and Which model of pronunciation
public, students have to undertake some should be followed, if learners have to
language courses (two or three courses), follow one? The British pronunciation or RP
apart from the major courses they are (Received Pronunciation) and the American
pursuing for their graduation. Therefore, the pronunciation or GAm (General American
duration of these language courses is very Pronunciation) have been the prevailing
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 10
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

models for pronunciation for long perfection in pronunciation” (Hawlader,

(Hawlader, 2011) though mixing or 2011, p. 275) should be appreciated, very
confusing two systems of pronunciation is a few learners can achieve such perfection.
common problem of the learners in So, both teachers and learners should
Bangladesh. English is now prominently concentrate more on making their speech
used in many other parts of the world apart intelligible to others, rather than sounding
from UK and USA. English, in present like native speakers.
world, has a great amount of accents or According to Fraser,
varieties. Though in the past, many linguists “Being able to speak English of course
have tried to prescribe some specific models includes a number of sub-skills, involving
of pronunciation, at present much focus is vocabulary, grammar, pragmatics, etc.
given on comprehensibility and However, by far, the most important of
these skills pronunciation; with good
intelligibility rather than “perfect
pronunciation, a speaker is intelligible
pronunciation”. The fact is that the near despite other errors; with poor
native pronunciation is practically pronunciation, a speaker can be very
unachievable for many ESL learners around difficult to understand despite accuracy in
the world. According to Scovel (1969), other areas. Pronunciation is the aspect
learners who start learning second language that most affects how the speaker is
after their puberty will not be able to attain judged by others, and how they are
native like pronunciation (as cited in formally assessed in other skills. (as cited
Moreley, 1991). It is an impractical hope to in Nikbakht, 2011, p.147, 148)
have the notion to achieve native like Moreover, Kenworthy (1987) notes
pronunciation (Moreley, 1991). “Notions of “Intelligibility is the most sensible goal” (p.
perfection and native-like pronunciation” are 13). He has said, “Intelligibility is being
kind of “imposing and perpetuating false understood by a listener at a given time in a
standards” (Moreley, 1991, p 499). Rather, given situation” (p 13). According to him,
“the native speaker was always found to be intelligibility means understandability.
among the least intelligible speakers” when Moreover, he has added, “The issue of
everybody uses English in their own accent intelligibility is very complex and the
(Smith and Rafiqzad, as cited in Moreley, notions of efficiency, effectiveness, and
1991, p 499). speakers; intentions are crucial issues”
Walker has not emphasized on any (Kenworthy, 1987, p 14). Therefore,
specific model of pronunciation, rather he Pennington and Richard have also suggested
emphasized on comprehensibility (as cited teaching comprehensible pronunciation (as
in Hawlader, 2011, p 274). Moreover, cited in Kenworthy, 1987).
Marianne, Donna and Janet have argued for 2.2 Challenges That Teachers Face while
establishing intelligible pronunciation. Teaching Pronunciation
Learners are expected to achieve the skills The challenges teachers face
which enable them to communicate throughout the whole world while teaching
effectively with others. In other words, they pronunciation are not the same. These vary
aim to achieve intelligible pronunciation so from context to context. Among many
that at least others can understand them difficulties, some unique challenges should
easily (as cited in Hawlader, 2011, p 275). be addressed. The challenges are discussed
Though having “high goal of achieving below:
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 11
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

Interference of Native Language pronounce them as /a/ or /ɔ/. For example,

According to Kenworthy (1991), the they pronounce ‘bird’ (/b3:d/) as /bard/,
more differences there will be between the ‘occur’/ əkə/ as /ɔkar/.
target language and the native language, the With respect to consonants, there are
more difficulties the learners will face in 20 plosives in Bangla whereas in English
achieving the correct pronunciation. Though there are only 6. Bangla plosives can be
there are some similar sounds in Bangla and categorized into five sub groups based on
English, a lot of delicate differences exist place of articulation. Each group has
between them which create problem for aspirated and unaspirated sounds. Bangla
Bangla speakers to learn English speakers become confused with English
pronunciation. aspirated plosives sounds though there are
Hai and Ball have observed some some aspirated plosives in Bangla. The
similarities and dissimilarities in both aspirated /p/ is often pronounced as fricative
segmental phonemes and supra segmental /f/ or Bangla /ph/. The aspirated plosives in
issues of these two languages (as cited in Bangla are /kh/ /gh/ /ch/ jh/ /th/ dh/, and they
Azizul, 2010, p 200). They show that there are phonemic, whereas in English aspirated
are 7 vowels in Bangla and 12 in English. plosives are not phonemic (Hai & Ball, as
The chart (Appendix 1 & 2) that they cited in Azizul, 2010, p 202). In addition,
present shows there are only two common there is no fricative in Bangla. Though
vowels in both of the languages (/e/, /æ/) Bangla /ph/, /bh/, and /n/ are considered
though /o/ is very close to English one. similar to English /f/, /v/ and /n/
Therefore, the Bangla speakers usually respectively, they are not same. In Bangla,
become confused with 4 English sounds, /ph/ and /bh/ are bilabial plosives, and /n/ is
and these are /u:/, /^/, /ɜ:/, and /ə/. dental nasal. However, in English, /f/ and /v/
Moreover, Bangla speakers also cannot are labio-dental fricative, and /n/ is alveolar
differentiate between English short and long nasal. As a result, Bangla speakers find it
vowels; for example, they pronounce feet difficult to pronounce these English sounds
(/fi:t/) as (/fit/), half (/ha:f/) as (/haf) (as correctly. They pronounce ‘full’ (/ful/) as
cited in Azizul, 2010, p 202). /phul/ and ‘vote’(/vəut/) as /bhɔ:t/.
Bangla has 18 diphthongs where there are Another area of difficulty arises with
only 8 diphthongs in English. But, they are /z/ and /ʤ/ sounds. In Bangla, there is only
not similar in characteristics. The common
mistake that Bangla speakers make with one sound /ja/ which is similar to English /ʤ/
English diphthongs is that they pronounce though there are two letters for Bangla ‘ja’
diphthong as monophthong. They often miss sound. Bangla speakers often confuse
the last part of the diphthong or substitute English three sounds /z/, /ʤ/, and /Ʒ/. They
the first or last sound with some other often pronounce ‘zoo’ (/zu:/) as /ʤu /, ‘zero’
sounds. For example, they pronounce make
(/zi:rou/) as /zɪərəʊ/ (Hai & Ball, as cited in
(/meik/) as/ mek/, boat (/bəut/) as /bɔt/, here Azizul, 2010, p 203). There is no /Ʒ /sound
/ hɪə / as /heаr/, and go (gəu/) as /gɔ/. in Bangla.
The main difficulty that Bangla Little Exposure to English
speakers face is to pronounce and According to Kenworthy (1991), if
differentiate between /ə/ and /3:/. They just the learners have continuous access to
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 12
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

English and enough intakes in English, this valued’ words. These multi valued features
would create a positive impact on learners’ create confusion among Bangladeshi
pronunciation. He has added if the learners students. They find it difficult to pronounce
live in the English speaking country, their unfamiliar words and even some familiar
development of pronunciation will rapidly words as well. Words, such as ‘enjoy’
move towards perfection. Moreover, CLTA (/ɪn΄dʒɔɪ/) and ‘enough’ (/ɪ΄nʌf/), are
also promotes the concept of having a lot of pronounced as /en΄dʒoɪ/ and /e΄nʌf/, and
input in the target language, and it leads the learners continue their speaking with such
learners to have the acquisition and learning biased pronunciation for a long time.
done naturally and rapidly. Equally, they have difficulties with
In Bangladesh, Bangla learners have understanding those words when they are
limited exposure to English. Though CLTA pronounced properly.
has been introduced long before, the Moreover, Bangla and English share
practical application of CLTA is hardly very little similarities in their spelling
noticed in secondary and higher secondary systems. Though the spelling system of
level. Both teachers and students are English is less complex than that of Bangla,
accustomed to memorization. The medium learners find it difficult to pronounce.
of instruction is Bangla. Before tertiary Furthermore, though Bangla has joint word
level, most of them do not have any spelling system which combines two or
experience in receiving instruction in three sounds together, Bangla speakers often
English. The access to English that they become puzzled with the composite sound
receive is from the amount of reading for the system of English. For example, ‘-gh’ can
courses on English. They are hardly represent /g/ in ‘ghost’ or ‘ghoul’, /f/ in
instructed and assessed for their ‘cough’ and can be silent in ‘thorough’.
pronunciation. So, teachers at tertiary level Bangla speakers often use only /g/ for ‘-gh’
find it challenging to continue their in all these words.
pronunciation lesson with such Lack of Concern and Awareness for
inexperienced adult students. Pronunciation
English Spelling System As pronunciation has never been the
“English spelling system is an focus of assessment and classroom practices,
alphabetic one” (Kenworthy, 1991, p 94). learners in Bangladesh do not develop any
Kenworthy has added that there is no concern and awareness for pronunciation.
specific convention for spelling. At one Learners’ awareness is very important in
hand, it maintains sound letter developing good pronunciation. Teaching
correspondence. On the other hand, it does and learning pronunciation is not only
not follow one-to one correspondence connected to the sound system but also to
between sound and letter. Unlike some other some other supra segmental factors like
alphabetic languages, there are some letters stress, intonation, rhythm, pitch etc. In
in English which have more than one sound Bangladesh, students lack the knowledge of
value. This feature is termed as GPC these factors. They just have the superficial
(Grapheme Phoneme Correspondence). knowledge about the sounds, but they do not
Some letters have more than two values. For have any kind of knowledge of these factors
example, /c/ can be sounded as /s/ and /k/. which are equally important for achieving
So, there are ‘single valued’ and ‘multi intelligible pronunciation.
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 13
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

Influence of Local Accent target language in which the adults are

In Bangladesh, there are varieties of functionally active, their pronunciation level
local accents which really collide with also becomes permanently fossilized
English pronunciation. This interference is (Action, 1984). It is undoubtedly difficult to
really challenging for some students who bring any change to the existing permanent
struggle to achieve intelligible state of someone’s pronunciation. Altering
pronunciation. Generally, classrooms in intonation, rhythm, and stress patterns can
universities consist of students from be an imposing task-let alone ferreting out
different regions of Bangladesh. So, in a all the inaccurate vowels and consonants in
classroom at tertiary level, teachers find 30 one’s vocabulary. Because of the influence
to 50 students having minimum 10 different of the native language, local accents and
accents. Some of their accents are so lack of concern for the pronunciation, they
inflexible that teachers themselves find it develop wrong pronunciation which they
difficult to understand them. For example, practice for years after years. Teachers are
learners from Chittagong, Sylhet, and rarely able to solve this problem in few
Noakhali confuse between /e/ and /æ/. They semesters of language skill courses in
use /æ/ in place of /e/ in the initial level of a universities.
syllable or word. They pronounce /æbuv/ 3. Suggested Solutions
instead of /əbuv/ (Hai and Ball, 1960). Teaching pronunciation in EFL
Moreover, speakers of Noakhali pronounce context includes “axiomatic, procedural and
/fut/ instead of /put/ as they have difficulties implementational issues related to
with /p/ (Hai & Ball, 1960). The voicing and pronunciation teaching: teaching approaches
aspiration also change in different regions. and classroom techniques/activities”
For example, the unvoiced velar aspirated (Maniruzzaman, 2008, p 7). Considering
plosive /kh/ is a fricative sound in the accent the EFL scenario in Bangladesh at tertiary
of Chittagongian and Sylheti. In south-east level, some effective and practical
Bangladesh, bilabial plosive /p/ becomes approaches and techniques should be
alveolar fricative /f/, and /c/, /ch/, /j/, and / jh applied in order to receive the maximum
/ are fricatives. However, they are affricates output. Though the possibility of achieving
in Kutti dialect of Dhaka. (Hai & Ball, 100% successes is very low, the
1960). Furthermore, the consonant clusters achievement of highest intelligibility and
also become challenging for many regions. comprehensibility of learners’ pronunciation
Noakhali speakers add /ɪ/ sound before the should be the target.
words staring with /sp/ /sk/ sl/ st/ etc. All the suggestions which are
Fossilisation in Certain Pronunciation mentioned below are categorized into three
Some ESL learners become different segments:
relatively fluent, but their pronunciation a) Determining the focus, objectives, goals;
often becomes ‘fossilized’ (Action, 1984) b) Theoretical Approach;
and quite resistant to change. It is almost c) Classroom Techniques/Activities;
axiomatic that after puberty, learners start 3.1 Determining the Focus, Objectives,
losing their capacity to achieve the native Goals
like pronunciation (Action, 1984).
A focus on intelligibility &
Furthermore, it is also believed that after
understandability: Teachers in Bangladesh
achieving a specific level of competence in
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 14
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

should not focus on achieving learners’ language class should address two major
perfect accent and pronunciation, especially, factors. There should be the consistency and
when students are at tertiary level and planning associated with integration, and
heading towards the higher studies. Most of there should be the learners’ role of self-
them develop their own speaking style monitoring. Otherwise, integration would
through their twelve years of learning not be a successful idea. Kenworthy (1987)
experience. So, dealing with adult learners has suggested some ways of integrating
and teaching perfect pronunciation do not go pronunciation. He has said that
along when the learning period is very short. pronunciation should be integrated with
The teachers should focus on teaching the vocabulary tasks, such as word formation,
intelligibility and understandability of stress patterns of word, GPC rules, word
pronunciation. They should be expected to simplification, and syllable patterns.
produce intelligible speech and to A dual focus program: Moreley has
understand speech produced by others. constructed a “Dual Focus Framework”
Moreover, students should be aware of the based on the philosophy of pronunciation
variety of accents existing around the world, teaching as an integral part of oral
so that they can develop their communication. The Dual Focus Framework
understandings of the native speakers’ combines “a micro level focus on speech
speech. As a result, students should be production (i.e., a focus on discrete elements
familiarized with the different kinds of of pronunciation in a bottom-up sense) and a
accents of different areas. If anybody aspires macro level focus on speech performance
to practice those correct accents, s/he should (i.e., a focus on general elements of
be encouraged. communicability in a top-down sense)”,
3.2 Theoretical Approach (Moreley, 1991, p 497). At micro level
Integrated pronunciation teaching (discrete level), the bottom up approach
approach: According to Moreley, works. That means the main focus is on
pronunciation teaching should not be done “contextualized modification of vowel
in isolation. For adult learners, it should be consonant sounds (their reduction,
considered “an integral part of oral combinations, elision, and assimilation); on
communication” (1991, p 496). The the specific features subsumed under the
integration of pronunciation teaching can be rubric of stress, rhythm, and intonation; and
a very effective idea to teach pronunciation on features of rate, volume, and vocal
for a short period of time. Moreover, qualities” (p 498). On the other hand, at
teaching supra-segmental factors of macro level (global level) top down
pronunciation is time consuming and does approach works. This approach concentrates
not offer students to apply that knowledge in on the “the synthesis of many components
the broader context of language usage. of communicative oral discourse” (Moreley,
“Whenever learners hear English or try to 1991, p 498). This includes non-verbal
speak themselves, they are ‘doing behavior, facile communicative command of
pronunciation work’; every lesson is a grammar and vocabulary, ability to continue
pronunciation lesson; every time the speaker speech, aspects of intelligibility, clarity of
speaks he or she is presenting spoken speech etc. The bottoms up and top down
model” (Kenworthy, 1987, p 113). approaches correspond respectively to the
However, integration of pronunciation into traditional and research based approach
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 15
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

(Scarcella & Oxford, as cited in Morely, differentiate between the two languages and
1991, p 498). Based on the existing acquire the correct pronunciation.
research, the top down research approach Communicative activities: Due to
which works at global level is more limitations of time at the tertiary period,
effective in EFL context in Bangladesh some communicative activities should be
(Maniruzzaman, 2008). Maniruzzaman has designed so that learners can target to
added that teaching EFL pronunciation achieve some other skills along with
should start from the supra segmentals pronunciation skills simultaneously. At
which are obligatory as these contribute tertiary level, this can be appropriate as
more to intelligibility than segmentals do students are adult. Otherwise, correcting
(2008). their pronunciation solely may frustrate
3.3 Teaching Techniques and Classroom them at this level of education.
Activities Maniruzzaman has suggested designing
Based on the exploration and critical some dialogues or mini conversations
analysis of the different approaches to addressing the common pronunciation
teaching pronunciation, and what seems to problems of the adult learners (2008). Using
be teachable and learnable for EFL drama and debate can be a very effective
classroom settings, I will now propose ten integrated activity. Through these, learners
techniques and activities that, according to can learn some communication strategies,
influential pronunciation researchers (e.g. such as retrieval strategies, rehearsal
Morley, 1991, Scarcella and Oxford, 1994, strategies, cover strategies (Oxford, 2000,
Fraser, 1999, Thompson, Taylor and Gray, cited in Maniruzzaman, 2008). Rehearsal for
2001) and my own experience, appear to be drama may provide them with a wide scope
useful for learners and teachers alike. of practicing and correcting their
Introducing IPA symbols & knowledge of pronunciation positively.
articulatory phonetics: Though the IPA Using dictionaries and smart phones:
symbols and knowledge of articulatory Dictionaries can be used in the class
phonetics may frighten students at the very whenever it is necessary. Learners often
beginning at tertiary level, this introductory tend to ask the correct pronunciation to the
knowledge will eventually help them to teacher while participating in various
understand every individual sound. activities. Dictionary can be used in such
Moreover, articulatory phonetics helps them case. If learners check out the pronunciation
to know the place of articulation of every on their own, their knowledge will be more
sound that helps to pronounce sounds enduring as visuals in the dictionaries can
correctly. At first, this may seem time properly shape the pronunciation. “For most
consuming and difficult, but once they know learners, the visual image developed in such
them, practice can transform their dictionary work seems to be remembered
knowledge into skills. more readily than simple auditory feedback”
Comparison with Bangla sounds: As the (Dickenson, 1975 cited in Moreley, 1991).
interference of Bangla language into English Moreover, students can be allowed to use
pronunciation is severe, students should their smart phone in the class in order to
know about the similarities and hear and check the pronunciation through
dissimilarities between these two languages. downloading various softwares in their
This comparison surely helps them to phones. Most of the learners in universities
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 16
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

use smart phones in Bangladesh. Teachers helpful for developing the sense of stress
can use this strategy for the adult learners and intonation.
where logistics supports are not always Computer-assisted language learning:
available. However, they should also Computer-assisted language learning or
monitor the use of smart phone applications CALL can be applied for encouraging
so that students do not lose their attention in autonomous learning. In this way, learners
the class. will be able to find out their own errors and
Oral presentation on self speech mistakes, and check the segmental and supra
production: Learners can be asked for segmental graphic representations
recording their own speech based on a (Maniruzzaman, 2008). Teachers can use
written script provided by the teachers and this method for showing the visual image of
for being critical about their own the sounds and symbols which can be very
pronunciations. Then, they can be asked for motivating. Teachers can also suggest
giving an oral presentation providing pronunciation checking software which
feedback on their own speech production students can use inside and outside the
and pronunciation. In that presentation, they classroom where computers and internet are
can mention both their developments and available.
errors, and provide corrections. This is how Read aloud: This is a very common and
they can develop self awareness of their easy strategy for both the learners and
speech education. Maniruzzaman (2008) teachers to follow in class in order to
mentions the “modeling and individual develop intelligible pronunciation. A
correction” (p. 20) where teachers give selected piece of writing which includes the
feedback on the results of students’ self difficult sounds for Bangla learners can be
correction and analysis. used in the class as a material. Students can
Tutorial sessions and individual read them aloud in front of the teachers. In
counseling: Tutorial sessions and this way, both teachers and students will be
individual counseling can be arranged for able to identify their limitations in
the students where teachers will talk about pronunciation. Here, teachers can use some
their individual problems and assign some signs for showing the right direction of
practice works to develop their pronunciation while the student will be
pronunciation. reading.
Incorporation of novel element: The Awareness of aspects of connected speech:
instructor should teach novel pronunciation Though connected speech is not the feature
elements, such as sounds, stress placement, of non-native speakers’ pronunciation,
tones to adult learners with the use of students should be concerned about the
directions (Maniruzzaman, 2008). This can aspects for developing their understanding
be very helpful to the adult learners. While of the native speakers. They are not
teaching these supra-segmental factors of expected to develop these features while
pronunciation, teachers should start “with talking; they have to have the knowledge so
names of person, places and books and that they can develop their pronunciation.
movies, and then headlines of the news Assimilation, Linkage, Elision are the
paper, and various expressions” aspects which are found both in Bangla and
(Kenworthy, 1987, p 499). These are very English. So, a comparative study can be
made for their quick understanding. In order
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 17
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

to quicken their learning, recording of may accomplish the objectives and goals of
various accents should be played in the class pronunciation teaching when they combine
and should be suggested to listen to outside the above mentioned theoretical framework
the class. with the classroom activities. Appropriate
Using minimal pairs, tongue twisters: In selection of teaching materials, effective
order to develop speech production, creating instructions, and awareness of the learners’
sound awareness is very important. Learners regarding their speech production should be
have to develop the awareness of their own the main focus of teachers in teaching
sound production and the perception of what pronunciation. If all these components can
they are hearing. Practice with minimal pairs align with each other, teachers can
and tongue twisters may help them in overcome most of the challenges in teaching
developing this perceptual awareness. pronunciation at tertiary level.
Tongue twisters also help Bangla learners, About the Author
especially the learners who have influence Tanzina Tahereen did her honors in English
of local accents on their speech production. and masters in Applied Linguistics and ELT
Creating awareness of ‘schewa’ sound: In from Dhaka University. She has been teaching
English ‘schewa’ is the most important in East West University, Bangladesh for more
sound. Students’ attention should be drawn than three years. She teaches courses in
to this sound at the very beginning through language and linguistics. Her research interest
imitation, correction and perception work lies in ELT and comparative linguistics.
(Kenworthy, 1987). Students should be
References
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Fraser, H., (1999). ESL pronunciation teaching:
4. Conclusion
Could it be more effective? Draft of AALA
To summarize, it can be said that conference paper.
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level, achieving target level of pronunciation Bangladesh. Journal of Education and Practice,
is not impracticable yet. Most of the 2(3). 35-46.
difficulties in pronunciation teaching arise Kenworthy, J. (1987). Teaching English
due to existing curriculum and syllabus of pronunciation: Longman handbook for language
English in early years of education which teachers. NewYork: Longman Publishers.
result in limited teaching practices. Efforts Moreley, J. (1991). Pronunciation component in
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between the target level and the achieving
level of pronunciation of learners. Teachers
Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 18
 International Journal of English Language & Translation Studies ISSN: 2308-5460

Volume: 03 Issue: 01 January-March, 2015

Maniruzzaman, M. (2008). Teaching EFL

pronunciation: Why, what and how?
Germany: GRIN Verlag. Appendix 2:
Nikbakht, H. (2011). EFL pronunciation
teaching: A theoretical review. The Journal of
Applied Linguistics, 4(1). 146- 263.
Appendix 1

(Hai & Ball, cited in Azizul, 2010, p 201)

(Hai & Ball, cited in Azizul, 2010, p 200)

Cite this article as: Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh.
International Journal of English Language & Translation Studies, 3(1), 09-20. Retrieved from
http://www.eltsjournal.org
Page | 19

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