Exploring the Relationship Between Pronunciation Awareness and Oral Communication Enhancement Among Urdu EFL Learner

Abstract

This investigation delved into the oral communication of 40 Urdu EFL learners enrolled in a 16-week listening/speaking program, aiming to explore the correlation between students’ enhancement in pronunciation and their awareness of pronunciation, as evaluated through their perceptions of the learning process. The course emphasized both segmental and supra-segmental elements, encompassing phenomena such as connected speech processes, intonation patterns, and overall fluency. Throughout the duration of the course, students were tasked with composing weekly articles to gauge their levels of pronunciation awareness, alongside participating in read-aloud exercises and describing pictures at the outset and conclusion of the program. The analysis of speech encompassed seven distinct metrics, encompassing fluency as well as the accuracy of both segmental and supra-segmental features. The findings revealed significant advancements in the learners' ability to produce segmental sounds, their grasp of enchainment phenomena, and improvements in certain aspects of intonation and fluency. Furthermore, several variables emerged as being correlated with measures of pronunciation awareness. The implications of these results are discussed within the context of second language (L2) pronunciation development and the interconnectedness between instructional strategies and learners' awareness of their own progress.