A Study of the Similarity between Student-Teacher Word Pronunciation and that of Pupils during Teaching Practice in Secondary Schools in Kericho West, Kenya

Abstract

The purpose of this paper was to investigate the possible similarity between student-teacher word pronunciation errors and that of pupils in Kericho West Sub-County of Kericho County, Kenya. The objective of the study was to categorise and analyse the pronunciation errors student-teachers and English Second Language Learners (ESLLs) make at school. The study was guided by the following theories: Imitation theory of language acquisition by Crane, Yaeger and Whiteman, and the theory of Error Analysis by Corder. The study design was qualitative while a descriptive research design was used to provide a description of the state of affairs. The target population was 4000 learners and 150 teachers. The purposeful sampling technique was used to select the sample as the study focused on student-teachers and their Form one and Form two learners. Eight student-teachers teaching either English or History/C.R. E were chosen, as their subjects involve much talking and writing, while sixty-four Form One and Two learners were purposefully selected from four purposefully selected secondary schools, which usually receive student-teachers. The language of the participants was recorded to analyse the Interlanguage. The researcher used observation and recordings in class and group discussions to collect data. Content validity of the research instruments was enhanced through a pilot study from non-participating student-teachers and learners. The data were analysed using thematic analysis and a similarity was established between student-teachers and ESLLs. The study established that both student-teachers and their learners use poor pronunciation. The study recommended that student-teachers’ language proficiency be emphasized, in-service courses be mandatory, and Continuous Professional Development (CPD) be enhanced. It also recommended that more research on how to handle pronunciation challenges by ESLLs should be done.