000			02202nam a22002657a 4500
003			URS
005			20251119093303.0
008			251113b |||||||| |||| 00| 0 eng d
050			_aLG 221. R59 _b.D357 2019
100	1		_aDecinilla, Annie Mae _eResearcher
245		1	_aPronunciation difficulties of the first year bachelor of secondary education major in English students/ _cAnnie Mae Decinilla, Mary Queen Lamayo [and] Charlotte Quilicot
260		1	_c2019
300			_axi, 32 leaves; _billustrations, _c28cm,
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Thesis _bBachelor of Secondary Education major in English _cUniversity of Rizal System, Rodriguez, Rizal _d2019
520			_a total score of 241 or 80.33 percent and has a verbal interpretation of poor; Majority of the respondents have the difficulties in //schwa sound and in /e/ & /8/ (soft and hard th). There was a significant difference in the difficulties of the respondents in pronunciation when they are grouped according to their profile. drawn: On the basis of findings stated above, the following conclusions were The students have the difficulty in schwa sound and soft and hard th sound. They often commit mistakes with those particular sounds. The respondents need to improve their pronunciation especially in the critical sounds that they often mispronounced. Students experienced difficulty in pronunciation differently. Based on the findings and the conclusion of the study, the researchers recommend that a program may be launched to aid in this study. More strategies may be initiated to boost their interest in practicing and exercising their speaking skills. The instructors may be also focused on the common pronunciation difficulties of the students. The students may also engage themselves in activities that would enhance their speaking and communication skills.
650			_2Pronunciation Difficulties-Secondary Education
690			_aUN SDG 4
700			_aLamayo, Mary Queen _eResearcher
700			_aQuilicot, Charlotte _eResearcher
700			_aStephen P. Soliguen, Ed. D _eAdviser
942			_2lcc _cT
999			_c88680 _d88677