DO BAHRAINI EFL LEARNERS ADHERE TO THE RHYTHMIC STRUCTURE OF ENGLISH WHEN SPEAKING?

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

Pronunciation in an L2 language is a complex process, and effective communication can be affected by pronunciation. According to Florez (1998), it can be one of the most difficult aspects of language learning and teaching. In their learning process, EFL students sometimes fall back on pronouncing certain sounds that belong to their first language, and this can lead to problems with their communication in L2 as it affects both the production and perception of sounds. Studies conducted on pronunciation problems show that L1 interference causes some difficulties in pronunciation. It is very important for EFL learners to be aware of rhythm and use it as they communicate in the target language. It is also important for them to know the word stress in both monosyllabic and multisyllabic words. They also have to know the weak forms of words and to use these features during their use of English. This study will help highlight the problem of not demonstrating a practical knowledge of rhythm in learning the target language, and attempt to offer some solutions to this problem. It also will help the students to be aware of producing and perceiving these features in the target language and lead to a better understanding and intelligibility with other people, especially native and other proficient speakers.

TABLE OF CONTENTS

Table of Contents

DO BAHRAINI EFL LEARNERS ADHERE TO THE RHYTHMIC STRUCTURE OF ENGLISH WHEN SPEAKING?I

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

TABLE OF CONTENTSV

CHAPTER 1: INTRODUCTION- 1 -

Background of the study- 1 -

Problem Statement- 2 -

Research Aims and Objectives- 2 -

Significance of the Study- 3 -

Rationale/ Nature of the study- 3 -

Hypothesis/Research Question- 3 -

TEACHING ENGLISH RHYTHM- 12 -

Role of English rhythm in communication- 12 -

Role of English rhythm in English teaching- 14 -

Ways to introduce English rhythm- 14 -

Using gestures- 15 -

Using notions- 17 -

Using strictly metrical material- 19 -

Using non-metrical material- 20 -

Challenges in teaching English rhythm- 21 -

SONGS AND ENGLISH LANGUAGE- 23 -

The benefits of songs towards English language teaching- 23 -

CHAPTER 3: METHODOLOGY- 27 -

Research Design- 27 -

Literature Search- 27 -

Keywords- 28 -

CHAPTER 5: CONCLUSION- 33 -

REFERENCES- 34 -

CHAPTER 1: INTRODUCTION

Background of the study

Pronunciation in an L2 language is a complex process, and effective communication can be affected by pronunciation. According to Florez (1998), it can be one of the most difficult aspects of language learning and teaching. In their learning process, EFL students sometimes fall back on pronouncing certain sounds that belong to their first language, and this can lead to problems with their communication in L2 as it affects ...