TEACHING ENGLISH PRONUNCIATION TO THE STUDENTS AT THE SECONDARY LEVEL: PRACTISES AND CHALLENGES
Keywords:
English pronunciation, Secondary education, Teaching methods, Language challenges, Phonetic systems, Communicative competence, Language acquisition.Abstract
English pronunciation is a crucial component of language learning, especially for secondary school students who are preparing for effective communication in real-life situations. Despite its importance, teaching English pronunciation presents numerous challenges due to the intricacies of phonetic systems, regional accents, and the diverse proficiency levels among students. This article examines the current methods employed in teaching English pronunciation to secondary students, identifies the obstacles faced by educators, and provides recommendations for addressing these challenges. The results emphasize the need to combine both traditional and contemporary teaching approaches to deliver effective pronunciation instruction.
References
REFERENCES
1.Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press.
2.Derwing, T. M., & Munro, M. J. (2005). Second Language Accent and Pronunciation Teaching: A Research-Based Approach. TESOL Quarterly, 39(3), 379-397.
3.Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.
4.Pennington, M. C., & Richards, J. C. (2016). Pronunciation in Second Language Learning and Teaching: Insights from Research, Theory, and Practice. Routledge. 5.Saito, K., & Lyster, R. (2012). Oral and Written Corrective Feedback in SLA. In S. Gass & A. Mackey (Eds.), Handbook of Second Language Acquisition (pp. 281-302). Routledge.
