Pronunciation Teaching Research Articles

Review of LaScotte, Meyers & Tarone (2023): Voice and mirroring in L2 pronunciation instruction

Review of LaScotte, Meyers & Tarone (2023): Voice and mirroring in L2 pronunciation instruction

Challenges in Pronouncing English /r/ for Chinese Learners

Abstract: Chinese English learners face challenges in pronouncing English /r/ sound. This study explores how regional dialects influence the acquisition of this sound. A literature review is utilised to investigate the perception and production of the English /r/ among Mandarin, Cantonese, and Shanghainese speakers. The participants are all Chinese undergraduate students. In this research, data was collected through various ways, including surveys, pronunciation tests, listening exercises, and interviews. The paper finds that those speakers have different pronunciation performances in /r/. Since there is a similar retroflex approximant in Mandarin, they do better in both perceiving and articulating the /r/ sound. On the other hand, Cantonese and Shanghainese speakers have more difficulties and usually substitute /r/ with /l/ or // sounds. The findings emphasises the impact of regional dialects on English pronunciation and help teachers come up with more effective English pronunciation teaching strategies in the future.

Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University.

Teaching Pronunciation with Confidence is a comprehensive, open educational resource (OER, 2024) aimed at ESL/EFL teachers and learners, with a focus on effective pronunciation teaching. The book was conceptualized by lead author, Guskaroska, who had worked on a course created by Levis with fellow PhD students at that time, Zawadski and Challis. The purpose of the book was to create an online resource for future students in Levis’ pronunciation teaching course that could transform the course’s paper-based activities into interactive online activities, providing immediate feedback for students completing the activities. At the same time, an OER publication offered teachers seeking to integrate pronunciation teaching into their classroom practice an accessible resource that drew on up-to-date technological resources and pedagogical approaches. ESL/EFL teachers and students will appreciate its clear, accessible format and descriptions of research-informed classroom activities that are appropriate for most levels of instruction. Teacher educators of TESOL trainees will find that the book (particularly in Chapters 1 and 2) provides succinct but thorough summaries of the theoretical background and research to ESL/EFL pronunciation teaching. Teacher trainers could find it a useful resource to draw on when preparing professional learning sessions. This review briefly outlines and evaluates each of the book’s sections, including the foundational aspects of pronunciation instruction, segmentals (vowels, consonants), suprasegmentals (stress, rhythm, intonation), and assessment strategies.

The effects of deductive versus inductive pronunciation instruction in combination with captioned video on the acquisition of incongruent grapheme‐phoneme correspondences in L2 German

AbstractPrior research indicates that first language (L1) orthography can adversely affect second language (L2) phonological acquisition, yet studies on orthographic interference and pedagogical strategies to mitigate these effects remain sparse. Addressing these research gaps, this study investigates the impact of orthographic interference on L2 German pronunciation among L1 English speakers, employing a technology‐based homework intervention with EdPuzzle, an educational video platform, in three beginner courses. Students in two experimental groups engaged with captioned video clips and were guided through questions using either an inductive or deductive approach, while a control group focused solely on meaning. Analysis of a pre‐intervention production task revealed German grapheme‐phoneme correspondences < v > ‐ /f/, < s > ‐ /z/, and < z > ‐ /ts/ were most frequently mispronounced. Comprehensibility ratings by native German speakers suggest that both experimental groups significantly improved in their word‐level productions, with the inductive group also significantly improving in their sentence‐level productions. This study also sheds light on student perceptions of these instructional activities, enhancing our understanding of engaging L2 German pronunciation pedagogy. This research underscores the potential of integrating technology and accessible content in homework assignments to enrich and supplement L2 German pronunciation instruction in the classroom.

ENGLISH PRONUNCIATION PROBLEMS AMONG VIETNAMESE LEARNERS OF ENGLISH: AN EMPIRICAL STUDY

In oral communication, inaccurate pronunciation or pronunciation errors may create serious consequences, such as conversational discomfort, business disruption, and negotiation failure, leading to miscommunication or, at times, regrettable occupational accidents. Unfortunately, in a number of educational institutions in Vietnam, inadequate attention has been paid to the teaching and learning of English pronunciation. This is why Vietnamese learners of English seem to have neither full awareness, and thus, nor good performance of English pronunciation. Through qualitative and quantitative data collected from an experimental survey, the study indicates that non-English majors at University of Transport, Ho Chi Minh City (UTH) encounter various pronunciation problems due to various reasons, both objective and subjective. The study also results in strategies and techniques that may be beneficial to both the lecturers and the students in teaching and learning English pronunciation at UTH in particular and in the Vietnamese contexts in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0802/a.php" alt="Hit counter" /></p>

Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning

This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.

The Use of Mother Tongue in Second Language Teaching

The use of mother tongue in second language teaching has been a controversial issue by linguists. Some scholars hold that mother tongue plays a negative role and should be abandoned in second language teaching. However, an increasing number of scholars believe that mother tongue can play a positive role in second language learning and should be properly used. Based on the theory of language transfer, this paper thoroughly explores the specific application of mother tongue in second language learning and offers several pedagogical implications. This paper holds that mother tongue plays a positive role in learning methods introduction, pronunciation teaching,vocabulary teaching, grammar teaching, students' class expression, and class management, which can play a positive role in improving teachers teaching efficiency, decrease students learning anxiety, increase students learning confidence, stimulate students enthusiasm for expression in class participation and promote students completion of learning tasks. Therefore, it is concluded that mother tongue should be properly used in second language teaching in order to improve the teaching and acquisition of second language.

Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs

ABSTRACTTechnology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology.

Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers

Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers’ cognition in this regard. However, pronunciation significantly affects learners’ communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers’ views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.

Arabic pronunciation instruction

Abstract This study examined learner beliefs about Arabic pronunciation instruction and how classroom pronunciation practices affect learners’ speech comprehensibility. To this end, 10 native Arabic speakers and 16 English learners of Arabic with two different proficiency levels were recruited: novice high and intermediate, who answered questionnaires and provided samples for pre and posttests of comprehensibility. The results provided a lens through which to see the status of pronunciation instruction in Arabic language classes. The two groups of learners underlined the importance of pronunciation instruction for their learning, complained of a lack of useful pronunciation materials, and reported a desire to enhance their pronunciation accuracy. There was no change in the learners’ pronunciation on the basis of the learners’ pre- and post-test results assessing comprehensibility. Findings are discussed in relation to current research on the teaching of Arabic pronunciation to provide pedagogical implications.

Language teacher self-efficacy beliefs for pronunciation instruction

Abstract Studies on language teachers’ self-efficacy (LTSE) have gained attention in recent years; however, limited research has explored LTSE in specific domains of language instruction, particularly pronunciation. The present study employs a domain-specific survey to measure English as a second language (ESL) teachers’ self-efficacy in pronunciation instruction (PI) in Canadian classrooms. Data from the survey and follow-up interviews were analyzed to explore ESL teachers’ overall self-efficacy beliefs, relationships with language, and pronunciation proficiencies. The findings reveal that ESL teachers in Canada generally report high levels of self-efficacy for teaching pronunciation. While the correlation between general language proficiency and self-efficacy was not significant, the correlation between their pronunciation proficiency and self-efficacy for teaching pronunciation was significant, even though it falls below the benchmark for small effect size.

Pronunciation Patterns and Challenges of the Japanese Long Vowel (Chouon) /ei/ Among Indonesian Students

This study examines the pronunciation patterns of the Japanese vowel sequence /ei/ among 62 students from six universities across six provinces in Indonesia. In Japanese, the vowel sequence /ei/ is commonly neutralized to /e:/. According to Takayama (1992), this neutralization is incomplete in formal or careful speech, where /ei/ is pronounced distinctly as /ei/. Hashimoto (2006) observed that speakers alternate between /ei/ and /e:/, particularly at the ends of sentences. This research explores how Indonesian students, who typically pronounce words according to their written forms, produce the vowel sequence /ei/ in both the initial and final positions of familiar Japanese words. This study was conducted between January to June 2024. Participants were tasked with identifying instances where native Japanese speakers used the long vowel /ei/ in sentences. They then recorded their pronunciations of these words in various positions. The recordings were analyzed using PRAAT software. Results show that native Japanese speakers typically pronounce /ei/ as a long /e:/ with an average duration of 0.173 seconds. In comparison, Indonesian learners pronounced /ei/ in "reizouko" with an average duration of 0.204 seconds and in "yotei" with 0.148 seconds, indicating a tendency for longer pronunciation at the beginning of words. The longest recorded duration was 0.49 seconds, and the shortest was 0.04 seconds, possibly due to hesitation. Furthermore, learners tended to simplify the /ei/ sound, especially at the start or end of sentences. This study highlights the need for targeted pronunciation instruction and additional practice time in Japanese language curricula to address these specific phonetic challenges.

Aptitude, Anxiety, and Success in L2 Speech Development: A Longitudinal Study of Chinese EFL College-Level Learners.

This study examined the second language (L2) speech development of a group of Chinese English as a Foreign Language (EFL) college-level learners (N = 83) and the association between their aptitude, anxiety, and L2 speech development. The performance of the participants' L2 speech, including speech comprehensibility and accentedness, was evaluated using a sentence reading task and a pair of picture description tasks (pre- and post-test). In addition, students completed the LLAMA tests (language learning and aptitude measurement in adults) and the Second Language Speaking Anxiety Scale (SLSAS). The t-test revealed that after one semester of English speaking and pronunciation instruction, the EFL students in the study demonstrated significant gains in their L2 speech performance in terms of accentedness and comprehensibility in both controlled and impromptu tasks. Regression analyses revealed that phonemic coding ability positively predicted gains in comprehensibility but negatively predicted gains in accentedness during sentence reading. In addition, associative memory was positively associated with comprehensibility gains in the picture description task. Anxiety appeared to be a strong predictor of participants' gains in speech comprehensibility and accentedness during the picture description task.

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

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.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

A STUDY ON THE PERCEPTIONS AND PRACTICES OF ENGLISH-MAJOR STUDENTS ON AFFRICATE AND NASAL SOUNDS AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

This study investigates the pronunciation challenges faced by first-year English major students at the School of Foreign Languages, Can Tho University, Vietnam, specifically focusing on affricate sounds (/dʒ/ and /tʃ/) and nasal sounds (/n/, /m/, and /ŋ/). Utilizing pronunciation recordings analyzed through the Elsa Speak Application, the research involved 31 proficient EFL students. They provided insights into their difficulties with 20 selected English words from their learning materials that included these phonetic elements. The findings reveal widespread mispronunciations, with many students struggling significantly with both affricate and nasal sounds. Based on the data, the study presents targeted recommendations for EFL students, teachers, and curriculum developers to enhance pronunciation instruction and address these specific challenges. This research contributes to understanding the phonetic obstacles faced by EFL learners and emphasizes the need for improved teaching strategies that focus on sound production. By identifying specific difficulties and offering actionable solutions, the study aims to facilitate better pronunciation outcomes for students, ultimately enhancing their overall language proficiency, particularly in listening and speaking English effectively.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0723/a.php" alt="Hit counter" /></p>

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.

CAMBODIAN EFL STUDENTS’ PERCEPTIONS OF FACTORS INFLUENCING PRONUNCIATION

This study aims to explore students’ perceptions of factors influencing pronunciation. The study was designed quantitatively. The purposive sampling method was used, and 50 Cambodian EFL students at the National University of Battambang were selected as the sample. The questionnaire was designed in a semi-structured format. The data was analyzed by SPSS. The result showed that most participants believed learning English from a young age leads to better pronunciation. Interestingly, it indicated that the mother tongue (Khmer) influences English pronunciation since learners find it difficult to produce some sounds, especially the /th/sh/f/v/ sound in English, as these sounds do not exist in the sound system of Khmer. Additionally, the majority of the respondents believed that being exposed to an English-speaking environment, including real communication with English native speakers or access to English-speaking learning media, can enhance pronunciation. Last but not least, it was also assumed that feedback on pronunciation errors and motivation contribute to a positive learning process. Therefore, this study provides insight into effective pronunciation instruction.

Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.