Yıl 2018, Cilt 5, Sayı 2, Sayfalar 95 - 102 2018-12-20

Should We Teach Pronunciation Explicitly in L2/EFL Classrooms?

Cihat Atar [1]

11 16

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
  • Atar, C. (2014). Do Turkish bilinguals of English process Turkish predictive conditionals different than Turkish monolinguals? Annual Review of Education, Communication and Language Sciences, 11, 15-34.
  • Atar, C. & Seedhouse, P. (2018). A conversation-analytic perspective on teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166.
  • Atli, I. & Bergil A, S. (2012). The effect of pronunciation instruction on students’ overall speaking skills. Procedia-Social and Behavioral Sciences, 46, 3665-3671.
  • Aydın, S. & Akyüz, S. (2017). A Brief Comparison of the Current Approaches in Teaching Pronunciation. Journal of Education and Practice, 8, 12-15.
  • Bialystok, E. (1978). A Theoretical Model of Second Language Learning. Language Learning, 28(1), 69-83
  • Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation: A Reference for Teachers of English to Speakers of other Languages.Oxford: Oxford University Press.
  • Celce-Murcia, M., D. & Goodwin, J. (2000). Teaching Pronunciation. Cambridge University Press.
  • Cenoz, J. & García Lecumberri, M.L. (1999) The effect of training on the discrimination of English vowels. International Review of Applied Linguistics, 37, 261-275.
  • Cook, V. J. (2002). Background to the L2 user. In V.J. Cook (ed.) Portraits of the L2 User (pp. 1-28). Clevedon: Multilingual Matters.
  • Cook, V. J. (2003). Introduction: The Changing L1 in the L2 User’s Mind. In Cook, V.J. (ed.) Effects of Second Language on the First (pp. 1-19). Clevedon, Avon: Multilingual Matters.
  • Cook, V.J. (2009). Second Language Learning and Language Teaching. Basingstoke: Macmillan.
  • Dalton, C. & Seidhofer, B. (1994). Pronunciation. Oxford University Press.
  • Demirezen, M. (2010). The principles and applications of the audio-lingual pronunciation rehabilitation model in foreign language teacher education. Journal of Language and Linguistic Studies, 6(2), 127-148.
  • Derwin, T. M. & Munro, M. J. (2015) Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
  • Esling, J. H. (1998). Everyone has an accent except me. In L. Bauer and P. Trudgill (Eds.), Language Myths (pp. 169-175). New York: Penguin Books.
  • Gimson, A. C. (1994). An Introduction to the Pronunciation of English. London: Edward Arnold Ltd.
  • Hinofotis, F. & Bailey, K. (1980). American Undergraduates’ reactions to the communication skills of teaching assistants in J. C. Fisher, M. A. Clarke,& J. Schachter TESOL ’80 (pp. 120-133). Washington, DC: Teachers of English to speakers of other languages.
  • Jenkis, J. (2000). The Phonology of English as an International Language. Oxford: Oxford University Press.
  • Jenkins, J. & Setter, J. (2005) State of the art review article: Pronunciation, Language Teaching, 38, 1-17.
  • Kelly, L. G. (1969). 25 Centuries of Language Teaching. Rowley MA: Newbury House.
  • Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
  • Kisslinger, E. (2010). Contemporary Topics 2. Longman. ISBN: 9780132345248.
  • Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
  • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
  • Krashen, S. D. & Terrel, T. D. (1983). The Natural Approach. Hayward, CA: Alemany Press.
  • Lenneberg, E. H. (1967). Biological Foundations of Language. New York: John Wiley & Sons.
  • Morley, J. (1994). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481-520.
  • Munro, M. J. & Derwing, T. M. (2015). Intelligibility in research and practice: Teaching priorities. In M. Reed and J. Levis (eds), The handbook of English pronunciation (pp. 377–96). Malden, NY: WileyBlackwell.
  • Neufeld, G. (1980). On the Adult’s Ability to Acquire Phonology. TESOL Quarterly 14(3), 285-298.
  • Parsons, J. (2007). Success Intermediate. Students Book. Longman ISBN 978-140 5851-92-3.
  • Penfield, W. & Roberts, L. (1959). Speech and Brain Mechanisms. Princeton: Princeton University Press. ISBN 0-691-08039-9.
  • Rogerson-Revell, P. (2011). English Phonology and Pronunciation Teaching. London: Continuum International Publishing Group.
  • Roohani, A. (2013). A comparative study of intuitive-imitative and analytic-linguistic approaches to teaching pronunciation: does age play a role? The Asian EFL Journal Quarterly, 15(1), 87-127.
  • Scarcella, R. & Oxford, R. L. (1994). Second language pronunciation: state of the art in instruction. System, 22(2), 221-230.
  • Scovel, T. (2000). Learning New Languages: A Guide to Second Language Acquisition. Boston: Heinle & Heinle.
  • Silveira, R. (2013). Pronunciation instruction and syllabic-pattern discrimination. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. (pp. 147-156). Ames, IA: Iowa State University.
  • Tarone E. (1978). Conscious communication strategies in interlanguage: A progress report, in H. D. Brown, C. Yorio & R. Crymes (Eds.), On TESOL 77: Teaching and Learning English as a Second Language. Washington, D.C.: TESOL.
  • Trudgill, P. (1999). Standard English: What it isn’t, in Bex, T. & Watts, R. (ed.) Standard English: The Widening Debate (pp. 117-128). London: Routledge.
  • Trudgill, P. (2008).The historical Sociolinguistics of elite accent change: On why Rp is not disappearing. Studia Anglica Posnaniensia, 44, 1-10.
  • Wells, J. (2006). English Intonation: An Introduction. Cambridge: Cambridge University Press.
Birincil Dil en
Konular Sosyal
Dergi Bölümü Articles

Yazar: Cihat Atar
Ülke: Turkey

Bibtex @derleme { 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 - http://dx.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 (Aralık 2018): 95-102. http://dx.doi.org/10.33200/ijcer.486044