Abstract
This paper describes a substantial research project which looked at the effectiveness of different methods of improving the pronunciation of EFL learners, and evaluated the significance of instruction as one of the factors affecting the acquisition of L2 pronunciation. Following quantitative and qualitative analysis, the research resulted in the following observations: (1) learners' L2 pronunciation did appear to improve; (2) the greatest improvement appeared to be in segmental features; (3) suprasegmental aspects had a greater effect on listeners; (4) improvement varied depending on individual learners, time of year within the course, and type of task; (5) successful acquisition of L2 pronunciation appeared to be affected by training, aptitude for oral mimicry and talkativeness. In short, the proven positive effects of training and talkativeness should encourage educationalists to… KEEP THE STUDENTS TALKING!
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