Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom.
The contribution presents partial results of the research project KEGA 001TTU-4/2019.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Akyol, T. (2013). A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia – Social and Behavioral Sciences, 70, 1456-1462. doi: 10.1016/j.sbspro.2013.01.211
Algethami, G. (2017). The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners. Research in Language, 15(3), 253-263. doi: 10.1515/rela-2017-0001
Baker, A. (2013). Exploring teachers’ knowledge of second language pronunciation techniques: teacher cognitions, observed classroom practices, and student perceptions. TESOL QUARTERLY, 48(1), 136-163. doi.org/10.1002/tesq.99
Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation: Reference for Teachers of English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Couper, G. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159-182, doi: 10.1080/09658416.2011.570347
Crowther, D., Trofimovich, P., Isaacs, T. & Saito, K. (2015). Does a speaking task affect second language comprehensibility? The Modern Language Journal, 99(1), 80-95. doi: 10.1111/modl.121850026-7902/15/80–95
Demircioglu, M. D. (2013). The pronunciation problems for Turkish learners in articulating of the diphthongs in English learning. Procedia – Social and Behavioural Sciences, 106, 298-2992. doi: 10.1016/j.sbspro.2013.12.344
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: a research-based approach. TESOL Quarterly, 39(3), 379-397. doi:10.2307/3588486
Derwing, T. M., Munro, M. J. & Thomson, R. I. (2007). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, Oxford University Press, 29(3), 359-380. doi:10.1093/applin/amm041
Field, J. (2005). Intelligibility and the listener: the role of lexical stress. TESOL QUARTERLY, 39(3), 399-423. doi: 10.2307/3588487
Flege, J. E. (1987). A critical period for learning to pronounce foreign languages? Applied Linguistics, 8, 162-167.
Foote, J. A., Trofimovich, P., Collins, L. & F. Soler Urzúa. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181-196. doi: 10.1080/09571736.2013.784345
Franklin, A. & McDaniel, L. (2016). Exploring a phonological process approach to adult pronunciation training. American Journal of Speech-Language Pathology, 25(2), 172-182. doi: 10.1044/2015_AJSLP-14-0172
Hahn, L. D. (2004). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL QUARTERLY, 38(2), 201-223. doi: 10.2307/3588378
Hismanoglu, M. & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia Social and Behavioral Sciences, 2, 983–989. doi:10.1016/j.sbspro.2010.03.138
Isaacs, T. (2008). Towards defining a valid assessment criterion of pronunciation proficiency in non-native English-Speaking graduate students. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 64 (4), 555–580.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language, Applied Linguistics, 23(1), 83-103. doi: 10.1093/applin/23.1.83
Jung, Y., Kim, Y. & Murphy, J. (2017). The role of task repetition in learning word-stress patterns through auditory priming tasks. Studies in Second Language Acquisition, 39(2), 319-346. doi:10.1017/S0272263117000031
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL QUARTERLY, 39(3), 369-377. doi: 10.2307/3588485
Mirza, H. S. (2015). ESL and EFL learners improve differently in pronunciation: the case of Lebanon. Procedia – Social and Behavioral Sciences, 199, 486-495. doi: 10.1016/j.sbspro.2015.07.536
Nair R., Krishnasamy, R. & De Mello, G. (2017). Rethinking the teaching of pronunciation in the ESL classroom. The English Teacher XXXV, 27-40.
Nuhiu, M. (2013). Difficulties of Albanian speakers in pronouncing particular english speech sounds. Procedia – Social and Behavioral Sciences, 70, 170-1707. doi 10.1016/j.sbspro.2013.01.244
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Patkowski, M. (1990). Age and accent in a second language: A reply to James Emil Flege, Applied Linguistics, 11, 73-89.
Peperkamp, S. & Dupoux, E. (2002). A typological study of stress ‘deafness’. In Carlos Gussenhoven and Natasha Warner (eds.), Laboratory Phonology 7, 203–240. Berlin: de Gruyter.
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press.
Saito, K. (2012). Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi-Experimental Intervention Studies. TESOL Quarterly, 46(4), 842-854. doi: 10.1002/tesq.
Şimon, S., Kilyenia, A. & Suciu, L. (2015). Strategies for improving the English pronunciation of the 1st year “translation-interpreting” students. Procedia – Social and Behavioral Sciences, 191, 2157-2160. doi: 10.1016/j.sbspro.2015.04.222
Thomson, R. & Derwing, T. (2014). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344. doi: 10.1093/applin/amu076
Trofimovich, P., McDonough, K. & Neumann, H. (2013). Using collaborative tasks to elicit auditory and structural priming. TESOL Quarterly, 48, 177-186. doi: 10.1002/tesq.78.
Trofimovich, P., & Gatbonton, E. (2006). Repetition and focus on form in L2 Spanish word Processing: Implications for pronunciation instruction. The Modern Language Journal, 90,519-535. doi:l0.1111/j.l540-4781.2006.00464.x
Trofimovich, P., McDonough, K., & Foote, J. A. (2014). Interactive alignment of multisyllabic stress patterns in a second language classroom. TESOL Quarterly, 48(4), 815-832. doi.org/10.1002/tesq.156
Wells, J. (2008). Goals in teaching English pronunciation. In Dziubalska-Kołaczyk, K. & Przedlacka, J. (eds), English Pronunciation Models: A Changing Scene. Bern: Peter Lang.