Enhancing EFL Learners' Pronunciation through Phonology

This study intended to examine the impact of Phonological awareness in improving Sudanese EFL learners' pronunciation. The sample is thirty students who studied English language at Sudan University of Science and Technology. They are divided into two groups; a controlled group consists of fifteen Sudanese students who study at College of Education-English Department They have studied English phonology courses deductively and an experimental group consists of fifteen students who are studying at college of education -department of French language second year, who have studied English for specific purposes courses and they have studied phonology inductively. The test was analyzed using SPSS program. The researcher's hypothesis is that Phonological awareness is a great aid to improving Sudanese EFL learners' pronunciation. Teaching phonology improves pronunciation. The test results support this hypothesis, which states that the case group's students' poor performance is caused by a lack of knowledge about teaching phonology inductively, and that the controlled group's higher test scores are attributable to this inductive teaching of phonology. Thus it is clear that students? awareness of phonology has enhanced their English pronunciation and it's a good asset for their performance in English language.