Abstract:
Purpose: This’s to investigate reasons for the difficulties of learning
pronunciation of bilingual students and to provide students with ways to build up
their pronunciation ability well to speak accurately and understand native
speakers.
Methodology: There are eight schools that conduct bilingual education and have
35 teachers teach bilingual subjects in the sample region. Pronunciation
difficulties of bilingual students are taken to study based on four different aspects
such as students’ ability, interest and exposure to English, parents’ educational
level, home atmosphere, teachers’ ability to teach pronunciation and school text
book, teachers’ guideline and government’s support. Data were collected in both
qualitative and quantitatively providing questionnaires with at least 200 students
on random sampling basis then conducted interviews with teachers and the data
collected from the interview were analysed thematically.
Findings: This study unearthed the following that bilingual students, unlike ESL
students, don’t have fear of speaking but are confident enough and motivated.
Home atmosphere will not be immediately changed but as the generation changes.
Teachers encounter lack of ability, skills and proficiency to become a
pronunciation model to bilingual learners. Besides, bilingual text books or
teachers’ guidelines help learners pronounce words well or appropriately. The
Education Administration should take action to teach and train bilingual teachers
to pronounce and teach pronunciation to students. And, it would be great if the
education ministry or National Institute of Education mention accurate
pronunciation of words as an appendix or have a vocabulary section on the very
same page.
Originality/Value: This study would help learners be motivated and be informed
of other ways they can improve their pronunciation. Parents will be imparted their
contribution towards the better pronunciation of their children. This study further
increases teachers’ awareness of teaching appropriate pronunciation. Moreover,
the authority and government bodies related to the education and school
administration would get an idea about what things need to be done in bilingual
textbooks and other facilities concerned. Research limitation: Apart from the availability of previous research on this topic, sample size was a real limitation. The researcher could meet at least a minimal number of parents to hear from them. Teachers during the interview could not speak well.
