English Pronunciation Instruction: A Literature Review
Journal Title: International Journal of Research in English Education - Year 2016, Vol 1, Issue 1
Abstract
English pronunciation instruction is difficult for some reasons. Teachers are left without clear guidelines and are faced with contradictory practices for pronunciation instruction. There is no well-established systematic method of deciding what to teach, when, and how to do it. As a result of these problems, pronunciation instruction is less important and teachers are not very comfortable in teaching pronunciation in their classes. This paper reviews some of the important issues of English pronunciation instruction. The aims of this paper are to define the term pronunciation, discuss the goal of pronunciation instruction, explain the importance of pronunciation instruction, elaborate the role of teachers in teaching pronunciation, and finally mention some suggestions in helping teachers to improve learners’ pronunciation. The review of literature shows that if teachers want to teach pronunciation accurately they should be trained in pronunciation instruction.
Authors and Affiliations
Abbas Pourhosein Gilakjani
Keywords
Related Articles
- EP ID EP364563
- DOI -
- Views 137
- Downloads 0
Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students
Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to ta...
English Teachers Professional Development Needs for Web Development Skills: Meeting the Challenges of Teaching English Language in the Information Age
Utilizing the resources of the web in educational practices has made instructional processes more efficient and interesting and has made the learning process on the other hand much easier and attractive. With the web, En...
The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on Their Teaching Styles
This study investigates the effects of gender, teaching experience, and brain dominance on English teachers’ teaching styles. In doing so, 68 English teachers (males and females) were selected from several language insti...
The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners
The present study attempted to investigate the impact of electronic portfolio assessment on performance of Iranian EFL learners’ writing. To do so, 30 advanced EFL learners who participated in a TOEFL preparation course...
Educational Context and ELT Teachers’ Corrective Feedback Preference: Public and Private School Teachers in Focus
This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language...