This paper summarizes a study I conducted for my Master's degree, in which an attempt was made to shed some light on the influence of the pronunciation of English language teachers on that of their students in the areas of vowel phonemes, word stress and intonation. A sample of ten teachers and twelve students from each teacher's class was drawn from ten public secondary schools in Amman. The major concern of the study was to determine how far the pronunciation of the English language teachers, among many other interrelated factors, shapes that of their students.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please
share your stories
about how Open Access to this item benefits YOU.
Except where otherwise noted, this item's license is described as: This work is made available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. For more information, please see http://creativecommons.org/licenses/by/4.0/.
The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.