An Assessment of Pronunciation Teaching Content of the Sunrise12 Method from Teachers’ and Students’ Perspectives in the Context of Kurdistan Region

Abstract

This study evaluates the effectiveness and suitability of the pronunciation teaching content in Sunrise 12, the prescribed English language textbook for 12th-grade secondary schools in the Kurdistan Region of Iraq. A mixed-methods approach was employed, incorporating Likert-scale surveys with 27 teachers and 111 students from 25 schools in Erbil city, alongside a systematic document analysis of the textbook's pronunciation components. The findings reveal a significant disconnect: while both teachers and students highly value pronunciation for effective communication, they perceive the content in Sunrise 12 as inadequate. The textbook analysis substantiates these perceptions, identifying infrequent coverage, a heavy bias towards segmental features (individual sounds) over crucial suprasegmental features (rhythm, stress), and a reliance on non-communicative drills. Although the inclusion of phonetic transcription is a noted strength, the overall inadequacy compels teachers to supplement the curriculum extensively. This study provides insights for teachers, curriculum designers, and stakeholders, highlighting the need for revised materials and instructional practices to better support learners' pronunciation skills. It contributes to the broader discussion on the role of textbooks in effective pronunciation instruction within foreign language learning contexts.