ESL learners' perceptions of their pronunciation needs and strategies

Derwing, Tracey M.; Rossiter, Marian J.

doi:10.1016/s0346-251x(02)00012-x

Cited by 159 publications

(116 citation statements)

References 16 publications

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“…Wong (1993) claims that the most relevant components of pronunciation which play a greater role in English communication are stress, rhythm, and intonation. However, regarding the reasons for the difficulty of English pronunciation, particularly, related to students' L1, the result of the study is consonant with some studies (e.g., Breitkreutz, Derwing, & Rossiter, 2001;Derwing & Rossiter, 2002;Jenkins, 2000;Saito, 2014;Ufomata, 1996) which conclude that vowels and consonants are the essential features of pronunciation along with sounds in combination, stress and intonation. For example, Derwing and Rossiter (2002) have discovered that with regards of the respondents' L1 background, the vast majority of pronunciation problems identified by students were segmental features (i.e., consonants and vowels).…”

Section: Discussionsupporting

confidence: 78%

“…However, regarding the reasons for the difficulty of English pronunciation, particularly, related to students' L1, the result of the study is consonant with some studies (e.g., Breitkreutz, Derwing, & Rossiter, 2001;Derwing & Rossiter, 2002;Jenkins, 2000;Saito, 2014;Ufomata, 1996) which conclude that vowels and consonants are the essential features of pronunciation along with sounds in combination, stress and intonation. For example, Derwing and Rossiter (2002) have discovered that with regards of the respondents' L1 background, the vast majority of pronunciation problems identified by students were segmental features (i.e., consonants and vowels). Likewise, Jenkins (2000) with her proposal of Lingua Franca Core (LFC) emphasizes the balance of segmental features (i.e., consonants, consonant clusters, and vowels) and suprasegmental features (i.e., nuclear stress) along with the effective use of articulatory setting.…”

Section: Discussionsupporting

confidence: 78%

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The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Moedjito¹

2016

ELT

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This study aimed to explore teachers' and students' perception of pronunciation teaching in Indonesian EFL classrooms, particularly on (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL classrooms, (4) the goal of pronunciation teaching, (5) priorities in pronunciation teaching, and (6) techniques in pronunciation teaching. To achieve the purpose, a written questionnaire was distributed to 110 Indonesian school teachers and 230 Indonesian university students. The collected data were submitted to independent two-sample t test to determine the significant mean differences between the teacher and student participants. The results of the study discovered that almost all of the respondents perceived English pronunciation as one of the most difficult areas in English learning. The participants also agreed that two most significant reasons for the difficultly were related to students' first language (L1). Regarding these results, the participants strongly agreed on the inclusion of pronunciation in EFL classrooms with intelligibility as the goal of pronunciation teaching. Moreover, segmental features such as consonants and vowels as well as sentence stress became the priorities in pronunciation teaching for EFL learners. Finally, teacher explanation in students' L1, followed by demonstration of how to produce the English phonemes, is significantly rated as the better way to teach English pronunciation in EFL classrooms. The finding of the study implies that intelligibility as the goal of pronunciation teaching can be really attained with the consideration of priorities and techniques in pronunciation teaching.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionsupporting

confidence: 78%

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Moedjito¹

2016

ELT

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“…Exploring the effect of pronunciation difficulties on communication, Derwing and Rossiter (2002) interviewed one hundred migrants who were taking intermediate level courses in an ESL program in Canada. Their results showed that more than half of the participants (55%) marked pronunciation problems as one possible area of communication difficulty in English, among whom 42% regarded pronunciation problems as the main cause of such difficulties.…”

Section: Psychological Effects Of Pronunciationmentioning

confidence: 99%

“…Although researchers and teacher trainers pay considerable attention to pronunciation instruction in language classes, with an emphasis on prosodic elements, the L2 learners' comments suggest that they are either not receiving proper instruction or, if they are, they are not gaining advantage from it (Derwing & Rossiter, 2002). According to Elliott (1995), teachers tend to sacrifice pronunciation in favor of other language skills since they perceive pronunciation as the least beneficial of the basic language skills.…”

Section: Attitudes Of the Language Learners Towards English Pronunciamentioning

confidence: 99%

Towards Better Teaching of Pronunciation: Review of Literature in the Area

Seyedabadi¹,

Fatemi²,

Pishghadam³

2015

MJSS

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The present paper aims at establishing the need to focus on the importance of teaching pronunciation to language learners. The study is descriptive in nature. It traces out the body of research concerning the weightiness of pronunciation within linguistic, psychological, and sociocultural domains as well as through the eyes of the language learners. The findings highlighted the knock-on effects of pronunciation on the four language skills (listening, speaking, reading, and writing).In addition, pronunciation instruction was found to be the learners' priority and a field in which they need more coaching. As an illuminating study, the paper is useful to teachers, researchers, and material writers to consider the language learners' needs in the English language teaching and learning context.

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“…The ability to have an intelligibly comprehensible pronunciation appears as a key in constructing lucid communications with different people around the world (Chela-Flores, 2001; Keys, 2000;Munro & Derwing, 1995). Undermining the native-like pronunciation dominance as the yardstick, intelligible pronunciation has been perceived as an essential component of communicative competence over the past few decades (Derwing & Rossiter, 2002;Rajadurai, 2001;Morley,1991). Arguing on retaining well-formed pronunciation abilities, Morley (1991) called for setting more realistic goals that are reasonable, applicable and suitable for the communicative needs of English learners.…”

Section: Introductionmentioning

confidence: 99%

How English Suprasegmental Features of Pronunciation Are Viewed and Treated by Instructors in Iranian Private Language Centers

Zarifi

Sayyadi

2015

TPLS

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Abstract-English suprasegmental features of pronunciation (ESFP), as key elements in developing effective communications, are regarded as critical aspects of language proficiency to be practiced markedly in language classrooms. They have pivotal roles in determining the utterance meaning, and change in some of these features can lead to change in meaning. The present study was, therefore, motivated to explore how ESFPs were viewed and treated by language instructors in Iranian English language private centers. It is an account of interviews with 12 experienced language instructors reporting their insights into significance and treatment of these features in the language institutes. The results emerging from the detailed analysis of the data indicated that ESFPs were perceived by the respondents as critically significant aspects of language proficiency due to their substantial sensitivity in speech perception and production as well as boosting language learners' self-esteem and motivation. Further, close examination of the data suggested that EFSPs were assigned short shrift in pedagogical practices mainly due to such factors as skill prioritization, insufficient class time, improperly developed materials, and language learners' negative attitude and unwillingness towards such features.

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ESL learners' perceptions of their pronunciation needs and strategies

Cited by 159 publications

References 16 publications

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students

Towards Better Teaching of Pronunciation: Review of Literature in the Area

How English Suprasegmental Features of Pronunciation Are Viewed and Treated by Instructors in Iranian Private Language Centers

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