Didactiques
Volume 15, Numéro 1, Pages 152-182
2026-06-30
Silent Letters And Vowel Lengthening In Teaching English Pronunciation
Authors : Ondze Otouba Roland Giscard . Ndongo-ibara Yvon-pierre .
Abstract
This research work investigates English pronunciation teaching items laying a particular emphasis on the English silent letters which result from a sequence of distinct double consonant at the end of a monosyllabic word. If the first consonant is either -l, -gh, -r, or -w, it is not pronounced before the last consonant. This non pronunciation of silent letters leads to vowel lengthening. This article drives data from 3ème learners and teachers of English at Amitié junior secondary school. It resorts to classroom observation and questionnaire. The analysis of data demonstrate the non-teaching and learning of English silent letter items during the English pronunciation courses. This fact is justified by the lack of teacher’s training regarding the teaching of the different English pronunciation items coupled with the non-organisation of in-service training or teaching workshop by inspectors to reinforce teacher’s training capacities. This study suggests a didactic process worthy for the teaching and learning of silent letter items in English pronunciation courses
Keywords
teaching ; learning ; silent letter ; vowel lengthening ; english pronunciation
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