The Appropriate Methods of Teaching English Phonology in EFL Context

The purpose of this research is to look into the best ways to teach English phonology in an EFL setting. The sample comprises of thirty students from Sudan University of Science and Technology who studied English. They are separated into two groups: a controlled group of fifteen Sudanese students studying at the College of Education-English Department, and an uncontrolled group of fifteen Sudanese students. They studied English phonology courses deductively, while the experimental group consisted of fifteen students in their second year of study at a college of education-department of French language, who has studied English for specified purposes courses and phonology inductively. The SPSS programme was used to analyze the test. The researcher's hypothesis is that teaching English phonology inductively improves EFL learning. Teaching phonology effectively improves EFL learning. The test findings corroborate this hypothesis, which claims that the low performance of the case group's students is due to a lack of expertise about teaching phonology, and that the higher test scores of the controlled group are due to inductive phonology instruction. Thus, it is apparent that students' awareness of phonology has improved their English language proficiency.