English Pronunciation Teaching Research Articles

A Comparative Approach for Pronunciation Instruction in English

A tool is proposed to reinforce the pronunciation of vowels and consonants for the instruction of adult learners in Costa Rica. A critical review of literature on approaches to teaching vowels and consonants is followed by a comparative discussion of two transcription systems: that of the International Phonetic Association, and those found in textbooks, dictionaries and pronunciation websites. This is complemented by a brief comparison of English and Spanish vowels and consonants, and descriptions of common pronunciation challenges for Spanish speakers. Open problems are explored, as are ethical reflections on the teaching of English pronunciation.

The Effectiveness of Using Instagram in Teaching English Pronunciation at Senior High School

The Effectiveness of Using Instagram in Teaching English Pronunciation at Senior High School

Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.

Research on Phonics and Vocabulary Teaching in English Classroom of Rural Primary Schools

The first step in language learning is to learn how to pronounce, and pronunciation is not only the starting content of language learning, but also the cornerstone of language learning. This article takes English pronunciation teaching in rural primary schools as the starting point to explore and analyze the current teaching methods of pronunciation taught by rural primary school teachers, and proposes some feasible suggestions from the current education perspective. And in this process, the teaching methods of English vocabulary were mentioned. By combining different researchers' explanations of the teaching methods of English vocabulary, better vocabulary teaching methods were obtained in the later stage, allowing students to learn knowledge happily. In response to the current situation of rural primary school teaching, some suggestions are also proposed, such as strengthening the horizontal and vertical infiltration of pronunciation and intonation teaching content in pronunciation teaching, and paying attention to the comprehensive development of pronunciation; And in vocabulary teaching, teachers need to create a vocabulary teaching context and encourage students to comprehensively use vocabulary.

An analysis of phenomena of consonant substitution and strategies for development for Cantonese EFL elementary learners: A case study

The present study focuses on the phenomena of consonant substitution and strategies for remediation or development for Cantonese primary school students in China. 8 students from the graduating classes of Dongguan Haide Bilingual School were randomly selected as participants, of whom the pronunciation samples were collected after finishing the optional course (fun reading) which lasted for 15 weeks. Focusing on segmental features (consonant substitutions), each audio was recorded by computer, followed by analyzing transcriptions, marking pronunciation errors, and categorizing error types. The result presented that the pronunciation of letters th, pronunciation of the initial consonant cluster and the final consonant cluster, pronunciation of the letter l, substitution of voiceless consonant for the corresponding voiced consonant, substitution of phonemes /w/ for /v/ and /r/ and confusion between phonemes /n/ and /m/ were the common types of errors in consonant substitution of learners in primary school on English learning. By analyzing the phenomena of consonant substitution in the English pronunciation of specific primary school students in Guangdong and exploring its developmental strategies, this paper attempts to provide predictable focus and teaching guidance for primary school English teachers, aiming at exploring and innovating English pronunciation teaching methods, stimulating students’ learning interest and promoting the development of primary school English language teaching (ELT).

"TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"

This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.

An acoustic study of Jonglish Communiy: Javanese-accented speech

People who speak English with a Javanese accent are referred to as Jonglish (Jowo-English) speakers. They end their sentences in a high tone, therefore, the aims of this study were to compare the intensity and pitch of Javanese accent speakers (specifically from Pekalongan, Semarang, and Pati) with native speakers. The focus was on investigating whether the high tone at the end of sentences affects the engaging nature of the conversation. It employed descriptive qualitative design and included data collection, acoustic analysis, perception analysis, linguistic analysis, and interpretation. The data were collected by audio recording in the form of sentences. Praat, a voice analysis, was utilized to analyze the data. The findings demonstrated that Pekalongan and Semarang speakers had higher pitch than native speaker (232.25 Hz and 206.27 Hz). Meanwhile, the pitch score for Pati was lower than native; 192.04 Hz. On the other hand, the intensity from those regions were lower than native speaker; 69.58 dB, 61.51 dB, and 68.203 dB, while the of native speaker was 71.306 dB. The fact that the Jonglish includes a tendency to end sentences with a high tone suggests a particular intonation pattern. Despite these variations, effective communication often relies on contextual cues and the listeners ability to adapt to different speech patterns. The study has the potential to make meaningful contributions to English pronunciation instruction, cultural awareness, and effective cross-cultural communication. The outcomes of the research can inform pedagogical practices and support the broader goal of promoting linguistic diversity in English language education.

The Effectiveness of English Pronunciation Teaching on Korean Adult English Learners’ Pronunciation Ability Improvement

The Effectiveness of English Pronunciation Teaching on Korean Adult English Learners’ Pronunciation Ability Improvement

The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.

Review of English Pronunciation Teaching Theory, Practice, and Research Findings

English Pronunciation Teaching: Theory, Practice and Research Findings, by Veronica G. Sardegna and Anna Jarosz, Multilingual Matters 2023. 282 Pages. $50.00 (eBook), £119.95 (Hardback), $59.95 (Paperback), ISBN 9781800410480.

The influence of learning strategies and the environment on Chinese L3 English learners' motivation to learn phonetic symbols: The mediating role of self-efficacy.

Previous studies have established a relationship between Chinese L3 English learners' learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners' phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students' motivation toward PSL either directly or through the mediating effect of self-efficacy.

The use of technology in teaching ELF pronunciation: a help or a hinderance?

Abstract As the world’s premier lingua franca, English plays an instrumental role in global communication and cultural exchanges. Given that an individual’s English pronunciation is closely tied to their cultural and national identity, English as a Lingua Franca (ELF) emphasizes intelligibility as the primary criterion to gauge pronunciation success. This paper investigates the interplay between ELF, globalization, and interculturality, with particular attention on how technology facilitates the teaching of English pronunciation in ELF scenarios. It provides an in-depth qualitative analysis of educators’ perceptions on the role of technology as an enabler or inhibitor in teaching ELF pronunciation. The research affirms that teachers’ beliefs are consistent with the existing literature. The study concludes that state-of-the-art technology should be leveraged in ELF pronunciation instruction, provided it enhances intelligibility and avoids excessively discouraging learners whose pronunciation diverges from native norms.

Training Needs of Jordanian EFL Teachers in Pronunciation Instruction: A Case Study

Objectives: This study aims to enhance our understanding of the training requirements of Jordanian EFL teachers regarding English pronunciation and speaking instruction, considering the perspectives of both teachers and supervisors. Methods: The study involved the participation of 372 teachers and 6 supervisors. The teachers completed a questionnaire expressing their opinions on their needs for capacity building in English pronunciation instruction, while supervisors engaged in semi-structured interviews to discuss their perspectives on teacher training in this area.Both qualitative and quantitative data were analyzed. Results: The study revealed that 74.8% of the participating teachers expressed a need for more specialized training in teaching English pronunciation. This need was further emphasized by the supervisors during the interviews. Conclusions: Jordanian EFL teachers require tailored capacity building in the instruction of English pronunciation and speaking. The findings from this research can be utilized by supervisors to emphasize the necessity for remedial programs for both teachers and students. Additionally, supervisors can propose a plan for training teachers on the use of new technologies that facilitate the teaching of this skill.

Teaching Pronunciation to Young Learners in an ELF Context An Analysis of Pronunciation Activities in English Coursebooks for the Primary School

This paper deals with the teaching of English pronunciation in the primary classroom. It starts from two major premises. First, the Lingua Franca status of English (ELF), which has prompted a shift in pronunciation teaching from the attainment of a native accent to the achievement of mutual intelligibility. Second, the features of today’s primary classroom, which is de facto an ELF context, the school population being characterised by a growing number of multilingual pupils and of non-native teachers of English. Three English coursebooks for the primary school are analysed to investigate: 1) if and which pronunciation-focussed activities are suggested; 2) if and what support is provided to the primary teacher to make the most of the activities; 3) whether any of such activities/support show a trend towards an early inclusion of ELF-aware pronunciation pedagogy.

English pronunciation teaching and learning for the world that speaks it

Since its inception in 1986, IATEFL’s Pronunciation Special Interest Group (PronSIG) has been at the forefront of the field of pronunciation pedagogy, determined to share innovative research and practical techniques among its members and followers. One of the biggest changes we have seen since that time is the development of English into a fully fledged global language, now with more L2 speakers than L1 speakers (Crystal 2019). Due to this evolution, it is increasingly important to consider the needs and goals of learners who will not necessarily go on to use English with native speakers or in a native speaker environment, but instead as a common language, or lingua franca, to communicate with other international speakers. Back when such a change was unimaginable to many working in ELT, PronSIG was already responding to these developments, sharing innovative research within the pronunciation community. As will be outlined below, it was from this shift in perspective and the momentum created by it that PronSIG’s ethos emerged: English pronunciation teaching and learning for the world that speaks it. The following paragraphs now outline some of the key moments and contributors that led to this change as observed and disseminated through PronSIG events and publications over the last four decades.

The Use of Computer Assisted Approach in Teaching English Pronunciation in Urban Kigali Secondary Schools, Rwanda

This study is about the use of computer assisted approach in teaching English pronunciation in the Urban Secondary Schools in Kigali, Rwanda, using the mixed research method through a self-administered questionnaire and an interview guide. Quantitative data was analyzed through descriptive statistics while qualitative data was analyzed through the thematic approach. Teachers considered the computer assisted approach useful due to its ability to provide proper pronunciation, to enable students find appropriate word sounds and to correct pronunciation errors and mistakes. The use of the approach enhanced proper pronunciation by boosting the number of words pronounced correctly. The study recommends that teachers should use the approach not only for class preparation but also in the actual classroom teaching and learning so as to improve the pronunciation of words. School managers are called upon to provide Computer Assisted Approach facilities so that both teachers and learners may have access to and actually use the same to enhance accuracy in words pronunciation.

Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards

Since the 1990s, the emphasis on intelligibility as a goal in pronunciation teaching rather than near-native or nativelike competence has been reinforced by the increasing use of English as a lingua franca. The insight of the intelligibility principle has greatly impressed researchers in China’s English education, but has “very limited and weak” impacts on English pronunciation teaching and learning in China. English education in China has been systematically conducted from schools to universities under the direction of national syllabi and curriculum standards issued by the Ministry of Education. Using the documentary research method, this paper, the first try of its kind, takes a historical look at China’s national syllabi and curriculum standards for schools issued after 1949, focusing on the conception of the nature and the role of pronunciation and pronunciation teaching, pronunciation goals, teacher’s role, as well as requirements or suggestions about what to teach and how to teach. By tracing the process of developments in pronunciation teaching notions and principles that were and/or are officially advocated in China, the paper reveals two important facts. First, the English national syllabi and curriculum standards have encompassed both the nativeness principle and the intelligibility principle, though implicitly giving dominance to the former one, which in part accounts for the favor for the nativeness principle in formal English education, especially in schools, in China. Second, with the notion of English as a lingua franca adopted in the syllabi and curriculum standards, the intelligibility principle has been gaining more and more weight. Consequently, by elaborating that the two principles are by nature not incompatible, it is proposed that the current curriculum standards go further to take balanced attitudes towards the two principles so as to lead Chinese English teachers and students to set more realistic and instrumental-pragmatic pronunciation goals in line with varying English learning purposes. The findings and the proposal could be adopted by teachers and learners so as to change the school reality and may shed light on future relevant revisions of the current national English curriculum standards, teaching material development, teacher training, and pronunciation teaching methodology research.

Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching

The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers’ practices and students’ perceptions. Factors such as the curriculum, instructors’ beliefs about second language learning, and their confidence play a role in this discrepancy.

English Pronunciation Teaching in NNS Settings: A Re-Consideration of Conceptual and Methodological Paradigms

English Pronunciation Teaching in NNS Settings: A Re-Consideration of Conceptual and Methodological Paradigms

Modern Technologies for the Teaching of English Pronunciation: A Survey of Elementary School Teachers of AJ&K

The aim of the study was to analyze the Use of Modern Technology for the Teaching of English Pronunciation at the Elementary Level in District Kotli AJ&K. The study was descriptive in nature and used a survey method for data collection. The study population was 288 elementary school teachers. A simple random sampling technique was used for the selection of the sample. The sample size was consisted of two hundred (200) respondents. Five-point Likert scale questionnaire was used as a research instrument to get the responses from the respondents. The reliability of the instrument was checked by using Cronbach’s alpha statistical technique. The questionnaire was consisted of 30 items. The researcher collected the data personally from the sample of the study. Simple percentage, mean scores and standard deviations analyzed the collected data, and also analyzed the t-test.