Pronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners’ communicative competence as well as performance. Notwithstanding, teaching EFL pronunciation is still peripheral and/or neglected in the syllabus, material and classroom, especially in Bangladesh. Therefore, based on my experience both as a student and a teacher-researcher as well as on a number of existing studies, this paper examines and addresses four major issues concerning teaching EFL pronunciation to learners at different levels. Firstly, I have explored and uncovered the reasons for overlooking teaching pronunciation. Secondly, I have endeavoured to justify the teaching of pronunciation together with the other skills of the target language. Thirdly, I have tried to ascertain a level and the aspects of EFL pronunciation that should be taught. Finally, I have discussed some pronunciation teaching approaches and advocated a variety of techniques/activities for teaching EFL pronunciation in the classroom.
Table of Contents
Introduction
Why is EFL pronunciation teaching ignored?
Why should EFL pronunciation be taught?
What should be taught?
The level, variety or accent of EFL pronunciation
The aspects, components or features of EFL pronunciation
How can EFL pronunciation be taught?
Teaching approaches
Classroom techniques/activities
Conclusion
Research Objectives and Core Themes
The primary objective of this paper is to address the peripheral status of pronunciation teaching in EFL settings by investigating the reasons for its neglect, justifying its integration into language curricula, and proposing effective methodological approaches and classroom activities to enhance learner intelligibility.
- Reasons for the neglect of pronunciation in EFL curricula and materials.
- The interdependence of pronunciation and communicative competence.
- Defining the goals of "intelligible pronunciation" versus native-speaker norms.
- Practical pedagogical approaches (top-down vs. bottom-up) and classroom techniques.
Excerpt from the Book
Why is EFL pronunciation teaching ignored?
Teaching English pronunciation is still surprisingly and shockingly neglected and/or ignored in many EFL settings including Bangladesh, although the listening and speaking skills are now somewhat included in the syllabus and taught to equip the learner with adequate communicative competence. At the primary, secondary and tertiary level in Bangladesh, an English pronunciation course or English pronunciation as a component in the English course is hardly given any considerable place at all. In China, an English phonetics course is simply left to chance or given no room (Cheng, 1998). As in Bangladesh, some teachers in Taiwan might argue that English pronunciation is not important at all, for very few tests would require students to show abilities related to pronunciation or speaking (Lin, Fan and Chen, 1995). Similarly, English pronunciation is arbitrarily overlooked in Thailand (Wei and Zhou, 2002). In Mexico, pronunciation is described as “the Cinderella of language teaching”; that means an often low level of emphasis is placed on this very important language skill (Dalton, 2002). It is then conspicuous that teaching EFL pronunciation has little room in the syllabus, material and classroom. But why?
Though very few studies are found to have been carried out to reveal the reasons for neglecting the teaching of EFL pronunciation, based on my experience as a learner as well as a teacher-researcher of English as a foreign language, I would endeavour to disclose the secrets of the peripheral position of EFL pronunciation.
Summary of Chapters
Introduction: This chapter highlights the critical role of pronunciation in communicative competence while noting its frequent exclusion from current EFL teaching practices.
Why is EFL pronunciation teaching ignored?: This section explores the systemic reasons for the neglect of pronunciation, including syllabus design issues, lack of teaching materials, and insufficient teacher training.
Why should EFL pronunciation be taught?: The chapter argues for the necessity of pronunciation instruction by demonstrating its deep link to listening comprehension and overall intelligibility for the learner.
What should be taught?: This part discusses the shift from native-speaker models to the more practical goal of "comfortable intelligibility" and details the importance of both segmentals and suprasegmentals.
How can EFL pronunciation be taught?: The final section provides a critical analysis of top-down versus bottom-up approaches and outlines ten practical classroom techniques to improve pronunciation.
Conclusion: The conclusion emphasizes that pronunciation must be treated with the same priority as grammar and vocabulary, necessitating formal teacher training and updated instructional materials.
Keywords
EFL pronunciation, communicative competence, intelligible accent, pedagogy, segmentals, suprasegmentals, teaching approaches, syllabus design, classroom techniques, teacher training, phonemes, intelligibility, English as a foreign language, pronunciation teaching, language acquisition.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines why pronunciation is often excluded from English as a Foreign Language (EFL) classrooms and provides strategies for its effective integration.
What are the central themes discussed in the work?
Key themes include the pedagogical neglect of pronunciation, the justification of pronunciation as a vital communicative skill, and the practical implementation of teaching techniques.
What is the primary goal regarding pronunciation instruction?
The paper advocates for moving away from the unattainable goal of "perfect" native-speaker accents toward "comfortable intelligibility" as a realistic objective for learners.
Which teaching methods does the author recommend?
The author analyzes both top-down and bottom-up approaches and favors a research-based, holistic approach that begins with suprasegmental features.
What does the main body cover in terms of practical application?
It covers theoretical justifications for teaching pronunciation and provides a list of ten actionable classroom techniques, such as the use of CALL, self-monitoring, and communication activities.
What are the characterizing keywords for this study?
Key terms include EFL pronunciation, communicative competence, intelligible accent, segmentals, suprasegmentals, and teaching techniques.
Why does the author consider pronunciation to be currently neglected?
The author identifies that curriculum designers and teachers often lack formal training in phonetics and frequently avoid the topic due to a lack of strategy or material support.
How does the author define the role of the teacher in this context?
The teacher should evolve into a 'speech coach' who provides constructive feedback and diverse practice opportunities rather than merely correcting errors.
- Quote paper
- Dr. M Maniruzzaman (Author), 2008, Teaching EFL Pronunciation: Why, What and How?, Munich, GRIN Verlag, https://www.grin.com/document/93335
