Audio-articulation method as a defossilization technique in the English pronunciation of Bangladeshi learners of English as a foreign language (EFL)

Abstract

The occurrence of phonological fossilization in the English pronunciation of speakers who speak Bengali as their first language is a common phenomenon due to differences in the phonological features of both languages. This leads to defective pronunciation in English that consequently brings negative impact on the intelligibility between speakers. Despite the issue is common and well-documented, there is still lack of attention given on the strategies to minimize or defossilize phonological fossilization in pronunciation classroom. The current study is conducted to focus on three objectives; to explore the pronunciation issues perceived by the Bangladeshi speakers of English language as well as their awareness on phonological fossilization in their speech, understand the challenges of English teachers to carry out phonological de-fossilization in the pronunciation classroom and finally, test the efficiency of the Audio-Articulation Method (AAM) as a rehabilitative technique and pedagogical tool in pronunciation classroom. Both qualitative and quantitative research methods have been used in the present research where they are evident in the data source, instruments and analysis techniques. A total of 15 students and 4 teachers from the English department at two university colleges in Dhaka, Bangladesh were recruited as the participants through purposive sampling technique. Data were collected through semi-structured interview to elicit their opinions while pre-test and post-test was carried out to evaluate the effects of AAM. Interview data have been transcribed orthographically and later thematically analysed. On the other hand, phonemic transcription of the informants’ speech production in the pre-test and post-test was employed. Qualitative findings showed the participants to report low awareness of phonological fossilization despite being English language major students and other issues such as low English language environment and curriculum that does not help them to improve. On the other hand, teachers have informed that pronunciation class is difficult to be carried out because it is not clearly addressed in the language syllabus and lack of knowledge of the teachers on pronunciation teaching strategies. Next, the quantitative analysis that intends to test the efficiency of AAM has shown the method indeed has positive impacts evident in the increase of awareness on phonological fossilization and clear technique to conduct pronunciation lesson. Both teachers and students also reported that the method is engaging and facilitates the learners to some degrees. Findings contribute to identifying one strategy to teach pronunciation in the context of Bangladesh and can benefit language syllabus designers and pronunciation trainers. Keywords: English as a foreign language, Phonological fossilization, English pronunciation teaching, Audio-Articulation Method, Bengali sounds