Teaching EFL Pronunciation: Why, What and How?

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

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.