Abstract
This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training, limited resources, and the influence of native language interference. It also examines the impact of large class sizes and the lack of individualized attention on learners' pronunciation skills. The CLT framework, while promoting communicative competence, sometimes overlooks the explicit teaching of pronunciation, further complicating the acquisition process. This study synthesizes findings from various research articles to provide a comprehensive understanding of these challenges. It underscores the need for targeted professional development for teachers, the integration of technology, and the inclusion of pronunciation-focused activities in the curriculum. By addressing these issues, the ESL curriculum in Bangladesh can better equip learners with the necessary pronunciation skills for effective communication.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
