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A Content Analysis of the Pronunciation and Spelling Activities in Action Pack Ten

المصدر: المجلة الأردنية للعلوم التطبيقية - سلسلة العلوم الانسانية
الناشر: جامعة العلوم التطبيقية الخاصة - عمادة البحث العلمي والدراسات العليا
المؤلف الرئيسي: Al-Smadi, Sana M. (Author)
مؤلفين آخرين: Alhawamdeh, Mohammad F. (Co-Author) , Bataineh, Ruba Fahmi (Co-Author)
المجلد/العدد: مج28, ع2
محكمة: نعم
الدولة: الأردن
التاريخ الميلادي: 2021
الصفحات: 1 - 14
ISSN: 1605-2579
رقم MD: 1140314
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: HumanIndex
مواضيع:
الاستراتيجيات التعليمية | اللغة الإنجليزية | طرق التدريس | الأردن
كلمات المؤلف المفتاحية:
Action Pack 10 | Activities | Content Analysis | English as a Foreign Language | Jordan | Pronunciation | Spelling
رابط المحتوى:
PDF (صورة)     
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المستخلص: Pronunciation and spelling are crucial skills for any intelligible form of spoken or written communication. Both are important signs (among others) according to which the quality of any piece of speech or writing is determined. However, EFL learners seldom engage in real-life communications without facing problems in these basic skills. This content analysis aims at finding out whether or not pronunciation and spelling are adequately covered in the Student Book and Activity Book, the extent to which spelling and pronunciation activities are emphasized, and the focus of these activities in Action Pack 10. In order to achieve the purposes of the study, a mixed qualitative/quantitative approach was followed, four content analysis sheets were developed, and frequencies and percentages were used, and a detailed description of the pronunciation and spelling activities were presented. The results revealed that Action Pack 10 includes both of pronunciation and spelling activities. The results, also, showed that a separate section with one activity in each unit for teaching pronunciation is included, and that each activity focuses on meeting one pronunciation outcome (as prescribed in the Teacher's Book of Action Pack 10). Moreover, no particular section for teaching spelling was found, but spelling is explicitly integrated in some of the writing activities. Only 17.5% of the writing activities, included in the Student's Book and Activity Book, have an explicit focus on spelling, as prescribed in the Teacher's Book of Action Pack 10. Implications were made for more spelling activities encompassing various strategies for improving student spelling and more contextualized pronunciation activities to better help students achieve pronunciation-related outcomes.
ISSN: 1605-2579

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