English Pronunciation Teaching: Four Case Studies from Finland

Abstract

The present study looks at how English pronunciation teaching practices are like in Finnish schools from the primary to upper secondary level; in particular, which methods are used and which items are emphasised. The study was carried out as focussed observations (Hopkins 2008, p. 89), as classroom observations were considered the best way to achieve the aim of this study. Four EFL teachers were each observed for 6–9 lessons within a period of one week. A pre-prepared observation form was used as a tool, and then developed into a categorisation of the teaching methods used by the observed teachers. As for the results, the teachers offered pronunciation teaching very different from each other, but in general the pronunciation teaching was found to be pragmatic and teacher-led, and traditional teaching methods were used. At the segmental level, a strong emphasis was placed on phonemes that have typically been found to be difficult for L1 Finnish-speaking learners (sibilants and affricates). Despite the emphasis on suprasegmentals in pronunciation teaching literature, explicit teaching of suprasegmental features of speech was neglected by the observed teachers.