An Overlooked Crisis on the Pronunciation of /f/, /p/, /v/, and /b/ Sounds: Perspectives from the Philippines

Abstract

INTRODUCTION

An overlooked crisis on the pronunciation inversions of /f/, /p/, /v/, and /b/ among Grade 10 students has been pretty alarming for their age and educational level. In this study, the possible causes of inversions of /v/ and /b/, /p/ and /f/ sounds is explored. Furthermore, this investigated the significance of inductive approach to pronunciation drills to possibly lessen, if not eliminate, these inversions.

METHODS

Inspired by the Mother Tongue Interference concept of Moosa (1972), an exploratory-quantitative-interpretative design is seen to be most plausible for this study. A sample of Grade 10 students from a public national high school in Cavite undergone pre and post reading, interviews, and drills where the index of discrimination was computed and interpreted to reveal the study's findings.

RESULTS

The findings revealed that the possible causes of the inversions are due to cognitive, affective, and social factors. In addition, because of the improvement of students' pronunciation conducted in the post-reading after going through drills, the inductive approach is proven effective.

DISCUSSIONS

The inversions happen because the students find the sounds confusing and anxiety hits them whenever they read. It is also discovered that schools are not giving much attention to students' pronunciation. The lack of practice is deemed to have contributed to the inversions. Due to its proven effectiveness, the inductive approach to pronunciation drills is suggested to be used in classrooms because the respondents believed that it is easier and practices their tongues quite well.