The effect of phonological awareness on preparatory stage EFL teachers' pronunciation competence

Abstract EN

The purpose of this research was to determine the effect of phonological awareness theory on the preparatorystage EFL teachers' pronunciationcompetence.

The EFL teachers were 20 teachers in Al SaydaZienab directorate-South Cairo District.

Three instruments were used: needs analysis questionnaire tocollect the required information from EFL teachersin order to elicit their responses about EFL teacher's pronunciationskills and phonological awareness, a pre-posttest in to investigate the effects of the suggested program based on phonological awareness on developing the required EFL teachers' pronunciation competancebefore and after the program and scoring rubric in order to be able to measure some features of pronunciation.

Results of the study indicated that phonological awareness theory contributed more to EFLpreparatory stage teachers' pronunciation.

The study recommended the need for improving preparatory stage EFLteachers' performance through training courses, workshops and ongoing improvement to increase their efficiency within the field of their work.