A Corpus-based Pronunciation Teaching Model: A Conceptual Paper

Abstract

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students’ proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study’s findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed.