Theoretically-based Practical Recommendations for Improving EFL/ESL Students’ Pronunciation

Jesry M. M.

Language and Translation, vol.18, pp.1-33, 2005 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 18
  • Publication Date: 2005
  • Journal Name: Language and Translation
  • Page Numbers: pp.1-33
  • Ondokuz Mayıs University Affiliated: No

Abstract

The importance of including pronunciation into EFL/ESL classes to improve the intelligibility of students' language is well established both theoretically and empirically. However, the various aspects of experimental findings have not been brought together in such a way as to make them accessible to the language teacher. The purpose of this article is threefold: (a) it discusses the importance of pronunciation in L2 learning and teaching, (b) it reviews the main factors that affect intelligibility and pronunciation, and (c) it presents practical recommendations that show ways of applying the insights obtained from (a) and (b) into actual classroom situation. These recommendations show how pronunciation can be integrated and combined with other communicative activities that, if applied by the language teacher appropriately, they would help L2 learners achieve communicative competence in English and improve their comprehensibility.