Optimizing Pronunciation Instruction for Vietnamese Learners of English: Applying Optimality Theory and Phonetic Principles in Language Teaching

Abstract

This study explores the perceived benefits of using phonetic principles in teaching English pronunciation from both teacher and student perspectives. The research examines how incorporating phonetic instruction and Optimality Theory can improve pronunciation accuracy and phonological awareness. Using a mixed-methods approach, the study collected quantitative data through surveys from 57 participants (6 teachers and 51 students) and qualitative insights from focus group interviews with teachers. The results showed that teachers rated the benefits of phonetic instruction higher (mean score of 4.24) compared to students (mean score of 3.31). Teachers highlighted how phonetic principles offer a systematic way to identify and correct pronunciation errors, making teaching more efficient. Students, while recognizing the advantages, faced challenges in grasping some technical aspects, such as using phonetic symbols. However, they acknowledged that their pronunciation and listening skills improved with practice. The study concludes that while phonetic instruction is valuable, more practical and accessible approaches are needed to better support students' learning. These findings provide useful insights for educators looking to enhance pronunciation teaching and suggest areas for further exploration.