Current Issues in Pronunciation Teaching

2019-09-30
Pronunciation teaching has been a neglected area in the English language teaching profession for some time. In the literature, it has been commonly referred to as “the Cinderella area of foreign language teaching (Kelly, 1969) and “the neglected orphan of second language acquisition studies” (Deng, Holby, Howden-Weaver, Nessim, Nicholas Nickle, Pannekoek, Stephan, & Sun, 2009). The main reason for this is that language teachers are not given clear guidelines about what to teach and how to teach, so most teachers are intimidated by the idea of teaching something unknown. Moreover, different approaches and methods in language education indicate conflicting views on pronunciation teaching, so it is virtually impossible to speak of a standardized method of teaching it. Despite these issues, pronunciation needs to be given more credit than it actually deserves since it is the key to intelligible speech and effective communication in a globalized world (Ketabi, 2015). In this presentation, the changing perspectives in the teaching of pronunciation throughout the language education history will be reviewed, and current issues in pronunciation teaching will be discussed. Some practical suggestions as to how to teach pronunciation in the classroom will be provided in light of the recent literature.
Citation Formats
D. Taşer, “Current Issues in Pronunciation Teaching,” presented at the The Conference Towards Higher Education, (27 - 28 Eylül 2019), 2019, Accessed: 00, 2021. [Online]. Available: theconference_booklet_vfinal.pdf.