Proficiency of Sophomore English Majors on the Pronunciation of the Structural Variants of “Read” towards Improved Oral Performance
Keywords:
accuracy, acquisition, form-focused instruction, grammar instruction, oral proficiencyAbstract
The first language speakers of English (L1) who have naturally and informally acquired the language may not find the “read” variants complicated. Speakers who acquired English as a second language (L2) may not also be bothered in the oral variants of this word as “rid” or “red” as they don't usually utter the word many times. But will it make a difference if this problem is addressed to other L2 speakers who are taking up English as their major area of specialization? This study conducted in one of the tertiary institutions in the Philippines attempts to report results of the classroom-based and a pre-experimental research with 49 Sophomore English majors as the participants. The results reveal unfavorable performance of the participant in their initial oral test on the variants of “read.” After exposure to the remedial grammar instruction, their awareness, knowledge on the shifting rules, and oral execution of the verb under study are enhanced as shown by the gained difference between the pre and post tests. It is imperative that L2 speakers of English particularly the English majors need to manifest proficiency in the oral variants of “read” since these are proofs of their grammatical competence, an essential component in a communicative curriculum.
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