REMEDIATION IN PRONUNCIATION FOR ORAL DEFICIENCY

Abstract

Speaking was viewed in the larger context of communication with the focus on the
speaker’s ability to take in messages, negotiate meaning, and produce comprehensible output.
The case study focused on analyzing the specific oral deficiency of a third year college level
student of Lyceum of Cebu for the second semester of school year 2016-2017. Specifically, it
answered the questions of the case profile (age, address, years of learning English and prespeaking
test performance), her specific oral language deficiency, causes of her deficiency, postspeaking
test performance after three-week remediation. It made use of the theories of Jennifer
Jenkins’ The Lingua Franca Core, Martin Bygate’s Theory of Speaking, and Horwitz, Horwitz
and Krashen’s Theory of Input and Affective Filter Hypotheses. The research made use of
experimental research in both quantitative-qualitative methods. The findings showed the results
of her pre-oral proficiency test which was an average of 1.4 which was described as Orally
Deficient. The phonetic, phonological, and substitution were the specific oral deficiencies of the
learner. She mispronounced the IPAs such as /e/, /i/, /ae/, /th/,/θ/,/ð/,/i/, /f/, and /p/. Language
anxieties, lack of practice, teachers’ lack of supervision were the causes of this deficiency. Her
post-test performance after the conduct of the remediation was 1.85 described as Least
Proficient. Based on the findings of the study, conversation exercises were designed. The
remediation in pronunciation was significant in at least increasing the oral language proficiency
of the case learner and so it was recommended to continue the remedial sessions in order to
eradicate her oral deficiency and monitor her oral skills practice.