Teachers' Perception toward Factors Hindering Learning Phonetic Transcription of Received Pronunciation

Abstract

This study aimed at identifying the teachers' teachers' perception toward factors hindering learning phonetic transcription of Received Pronunciation. The researcher used the descriptive analytical approach to suit the aims of this study. The sample consisted of (150) male and female teachers at the governmental schools in Palestine. The instrument of the study is a questionnaire. Also, the tool has three domains in which the first domain is the teachers' factors. The second domain is the language factors, and the last is the curricula and courses factors. Validity and reliability were conducted for the questionnaire, therefore, the reliability is good. Data were collected through a link prepared through Google Drive. The responses were collected and treated by SPSS statistics. The results showed that the domain of language factors occupied the first rank with a percentage weight of ( 72.37%), Then the domain of teachers factors occupied the second rank with  a percentage weight of (66.95%). Finally, the domain of curricula and courses factors occupied the third rank with a percentage weight of (63.41%). The total degree of the domains reached a percentage weight of (67.58%. In addition, the results showed that there are statistically significant differences at (0.05) in the curricula and courses factors in favor female and there are no statistically significant differences in the other domains. Besides, there are no statistically significant differences at (0.05) due to years of experience variable. The researcher recommended the teachers to revise the rules of IPA and do efforts in practicing the use of phonetic transcription. Teachers should remember the irregularities of such English words as possible as they can to develop their schemata.