Abstract
Explicit pronunciation instruction has been shown to be effective in improving language learners’ pronunciation, yet it is not clear whether the same can be said about implicit pronunciation instruction. In addition, the role of orthography in improving language learners’ pronunciation is yet to be fully understood. Thus, this research examined the contribution of extensive listening combined with orthography to the improvement of language learners’ pronunciation. Ninety Saudi learners of English were randomly allocated to three groups and offered different types of instructions: (A) extensive listening only; (B) extensive listening with orthography; and (C) a control group. Similar utterances were collected from the three groups before and after the instructions. The utterances were then presented randomly to a group of native English listeners for global foreign accent rating. Small, though non-significant, improvement was observed for both experimental groups. This may be attributed to the relatively short duration of exposing the learners to the aural input. Semi-structed interviews, with a sample of the learners from the experimental groups, showed that they had positive opinions regarding extensive listening with orthography for the improvement of their pronunciation. Further research may use longer period to examine whether extensive listening along with orthography can result in significant improvement of language learners’ pronunciation.
Highlights
Despite the importance of pronunciation to successful communication, and the findings of recent research indicating the effectiveness of pronunciation instruction, pronunciation is still given the least attention in English language classrooms (e.g., Darcy et al, 2021; Foote et al, 2016)
In addition to its potential pedagogical contribution, the current study aims to contribute to the two emerging bodies of literature discussed above by examining the effect of extensive listening along with orthography on the improvement of Second language (L2) pronunciation
The current study explored the potential use of extensive listening with or without orthography for teaching pronunciation to English as a Foreign language (EFL) Saudi learners
Summary
Despite the importance of pronunciation to successful communication, and the findings of recent research indicating the effectiveness of pronunciation instruction, pronunciation is still given the least attention in English language classrooms (e.g., Darcy et al, 2021; Foote et al, 2016). Research into teachers’ cognition in relation to pronunciation teaching has shown that teachers believe in the importance of pronunciation, but lack time, specialized training, confidence, and access to resources for pronunciation instruction (Darcy, 2018; Baker, 2014; Couper, 2017). Many previous studies have shown that teaching pronunciation explicitly can result in improving learners’ pronunciation (Lee et al, 2015; Thomson & Derwing, 2015).
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