The Impact of Teaching Weak Forms on Secondary School Students’ Speaking and Listening Skills in Rawalpindi, Pakistan

Abstract

Speaking and listening skills in English as a Second Language (ESL) are critical yet challenging aspects of language learning, particularly in the context where English is not the primary medium of communication. In Pakistan, secondary students often face difficulties in achieving spoken proficiency due to limited exposure to authentic spoken English and insufficient emphasis on phonological features such as weak forms. Weak forms, which involve the reduced pronunciation of function words in connected speech, are essential for both listening comprehension and speaking fluency. This study investigates the impact of explicit instructions on weak forms on the speaking and listening skills of secondary students of Rawalpindi, Pakistan. Using a quasi-experimental design, the study involved two groups of secondary students: experimental group and control group. Pre-test and post-tests were administered to assess improvements in speaking fluency, pronunciation accuracy, and listening comprehension. The findings revealed that the experimental group demonstrated significant improvement in both the skills compared to the control group, highlighting the effectiveness of teaching weak forms. The study highlights importance of incorporating phonological training into ESL curricula in Pakistan and provides practical recommendations for educators to address the challenges associated with listening and speaking proficiency. The research contributes to the growing body of literature on ESL pedagogy in South Asia particularly in Pakistan offering insights into strategies for improving language learning outcomes in similar contexts.