الفهرس 
Background and Problemيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study investigated the effect of a strategy based on phonics instruction on developing third year primary school pupils’ pronunciation skills. The sample of the study consisted of two groups of sixty pupils, selected from third year of Ali Mubarak primary school and assigned to an experimental and a control group (thirty pupils each). A pronunciation checklist and a pre-post pronunciation test were used to collect the data of the skills. The strategy based on phonics instruction consisted of 36 activities to help pupils understand and practice rules of phonics of their syllabus. The syllabus contain six units including six lessons of phonics. Pupils practice six activities for each lesson. The strategy was implemented for two months. The results revealed that the strategy had a remarkable positive effect on developing the EFL pronunciation skills of the experimental group pupils. The strategy had a remarkable large positive effect on developing the EFL pronunciation skills in general and the segmental skills in particular. However, the strategy had a less positive effect on developing the suprasegmental skills