PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION

Aina Khoirida

doi:10.30743/ll.v4i1.2195

Abstract

The studies that look at pre-service teachers’ perceptions of the teaching of pronunciation which is still relatively under-researched in the literature. Previous research on pronunciation commonly gave more attention to the designs to conduct the teaching pronunciation in the classroom, like the methods and the materials. In connection to that, this meant it is leading to what should be taught and how in pronunciation L2 class. This study aimed to look at the pre-service English teachers’ perceptions and understanding they are covered about concerning pronunciation teaching. The data for this study was collected through questionnaires with 18 pre-service English teachers from the English Education Department in a public university in Surakarta and interviews with three of them. The findings bring about questions for practice, teachers training, and professional improvement of the participants. The results add to the discussion about the background of the teachers’ knowledge related to pronunciation teaching. The issues raised also underline the need for more research in several areas, especially attitude toward pronunciation.

Highlights

In the past two decades, numerous studies have been evidenced by the researchers, that grammar and vocabulary materials received more attention in second language teaching process
Some of them only received phonetics and phonology, while the rest only received the articulation of individual sounds or word stress
Their answers spread evenly from strongly disagree to strongly agree related to this question. While in another question about their training in the varieties in English accents, 38,9% of students opined agree and the majority, 44,4% of them opined neutral. These answers related to the introduction of native English accents and some English as a Lingua Franca (ELF)

Summary

Introduction

In the past two decades, numerous studies have been evidenced by the researchers, that grammar and vocabulary materials received more attention in second language teaching process. Pronunciation has received an ‘often neglected’ label as well as research, in both theoretical and pedagogical approaches. Research done by Foote (2016), showed that pronunciation teaching is only taught in less than 8% time total in English teaching duration. Students of English as a second language need to be able to pronounce English words correctly. Pronunciation is a key component in English language communication. Being able to articulate the right sound is crucial because good pronunciation can deliver the message in communication

Objectives

Methods

Results

Conclusion