|dc.description.abstract||The purpose of this study is to attempt to identify the typical pronunciation problems
experienced by specifically Xhosa-speakers of English as a second language, to
determine the form of pronunciation to be taken as model, and to discuss various
principles that should underly the teaching of pronunciation
;\review of the literature indicates that individuals tend to transfer the forms of their
native language to the second language when attempting to speak the language. The
accent and degree of accentedness with which a person1 speaks, influence a person's
comprehensibility and intelligibility.
The choice of a model of pronunciation seems to be between the British (RI') and
American forms. The advantage of such choices is that these forms are without difficulty
mutually intelligible. In South Africa, RP remains the most important candidate.
However, the second language learner of English should be permitted some latitude in the
phonetic realisation of the RP phonemes, especially as far as vowel articulation is
concerned. The extent of permitted phonetic and phonemic latitude will depend upon the
level of performance at which learners, with their different needs, will be aiming.
The results of this indicate that Xhosa-speakers of English experience considerable
difficulty with vowels, consonants and stress placement, specifically [e. a, ʊ, ʌ , 3: ,
k, ǝ ]
The teaching of pronunciation at both primary and secondary schools is a priority if
learners want to remain comprehensible and intelligible.||en_US