Cacoepy (Bad Pronunciation or Mispronunciation) of Scientific Terms and Their Effect on Learning of Secondary Level Science Students

Autor/inn/en	Rasheed, Arsalan; Shahzadi, Anita
Titel	Cacoepy (Bad Pronunciation or Mispronunciation) of Scientific Terms and Their Effect on Learning of Secondary Level Science Students
Quelle	(2021), (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rasheed, Arsalan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Alphabets; Pronunciation; Secondary School Students; Science Education; Academic Language; Science Teachers; Teacher Attitudes; Greek; Latin; Vocabulary Development; Student Attitudes; Biology; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; 21st Century Skills; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Buchstabenschrift; Aussprache; Sekundarschüler; Naturwissenschaftliche Bildung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Grieche; Griechisch; Latein; Wortschatzarbeit; Schülerverhalten; Biologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Ausland
Abstract	This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers' views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Mostly science teachers emphasize goals for school science that are directed only toward preparing students for the next academic level (for further formal study of science) and finishing his course within session ignoring the students' revision and insertion of high workload. Teachers should insert few terms into science lessons for practicing daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the Urdu phonology and meaning of the found terminologies at the start of each chapter. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01