Year 2018, Volume 5, Issue 2, Pages 95 - 102 2018-12-20

Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?

Cihat Atar [1]

61 208

The aim of this study is to discuss whether explicit teaching of English pronunciation in second language (L2) and English as a foreign language (EFL) classrooms is helpful for learners or not. This study aims to review the studies on pronunciation teaching to synthesize the literature. In this way, connections between research and practice will be formed and the implications for language teaching will be mentioned. In this study, a literature review (of around 40 articles, books and book chapters) has been done first and then, in accordance with the findings, the emerging themes (e.g. intelligibility, Lingua Franca Core and students’ background) from the review were further reviewed and a synthesis is provided taking the findings regarding different perspectives into consideration. The results suggest that recently pronunciation teaching has shown great improvements and the aims of it have changed from attaining a native-like proficiency to being intelligible. The review suggests that the aim of pronunciation teaching should be to teach for functional and meaningful contexts and it should be a part of communicative approaches to provide students with a fluent speech. The findings also suggest that the focus in explicit pronunciation teaching should be on not only perception, but also production and only the relevant and useful parts of phonology should be taught to learners.

Pronunciation, English as an L2, Lingua Franca Core, Teaching pronunciation
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Primary Language en
Subjects Social
Journal Section Articles
Authors

Author: Cihat Atar
Country: Turkey


Dates

Publication Date: December 20, 2018

Bibtex @review { ijcer486044, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {Mustafa AYDIN}, year = {2018}, volume = {5}, pages = {95 - 102}, doi = {10.33200/ijcer.486044}, title = {Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?}, key = {cite}, author = {Atar, Cihat} }
APA Atar, C . (2018). Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?. International Journal of Contemporary Educational Research, 5 (2), 95-102. DOI: 10.33200/ijcer.486044
MLA Atar, C . "Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?". International Journal of Contemporary Educational Research 5 (2018): 95-102 <http://ijcer.net/issue/40754/486044>
Chicago Atar, C . "Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?". International Journal of Contemporary Educational Research 5 (2018): 95-102
RIS TY - JOUR T1 - Should We Teach Pronunciation Explicitly in L2/EFL Classrooms? AU - Cihat Atar Y1 - 2018 PY - 2018 N1 - doi: 10.33200/ijcer.486044 DO - 10.33200/ijcer.486044 T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 95 EP - 102 VL - 5 IS - 2 SN - -2148-3868 M3 - doi: 10.33200/ijcer.486044 UR - https://doi.org/10.33200/ijcer.486044 Y2 - 2018 ER -
EndNote %0 International Journal of Contemporary Educational Research Should We Teach Pronunciation Explicitly in L2/EFL Classrooms? %A Cihat Atar %T Should We Teach Pronunciation Explicitly in L2/EFL Classrooms? %D 2018 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 5 %N 2 %R doi: 10.33200/ijcer.486044 %U 10.33200/ijcer.486044
ISNAD Atar, Cihat . "Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?". International Journal of Contemporary Educational Research 5 / 2 (December 2018): 95-102. https://doi.org/10.33200/ijcer.486044
AMA Atar C . Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?. International Journal of Contemporary Educational Research. 2018; 5(2): 95-102.
Vancouver Atar C . Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?. International Journal of Contemporary Educational Research. 2018; 5(2): 102-95.