Analysis Of Silent Letters In English: A Case Of Student Teachers’ Pronunciation In Bia Lamplighter College Of Education

Abstract

The purpose of the study was to investigate the pronunciation of words with silent letters among student teachers at Bia Lamplighter College of Education in Ghana. The study employed a qualitative research approach. Using purposive sampling, 20 third-year student teachers from different academic programs at Bia Lamplighter College of Education were selected as participants. Data were collected through recording of participants’ pronunciation of words containing silent letters such as b/, /g/, /d/, /h/, /c/, /l/, /t/, /n/, /p/, /w/ and /s/ in word medial and word-final. Interviews and teacher-made tests (Dictation) were also conducted. The data were analyzed using a comparative analysis approach, thematic analysis and descriptive statistics such as mean and standard deviations. The results indicated that the participants made seventy-seven errors in the pronunciation of English words containing silent letters. The participants committed more errors in the pronunciations of words containing the silent letters /b/, /d/, /while fewer pronunciation errors were committed in the words containing the silent letters /w/, /t/, /p/ and /s/. The presence of silent letters was found to have an impact on the pronunciation and spelling of student teachers. It is therefore recommended that colleges of education students receive specific training and guidance on the pronunciation of English words containing silent letters.