Identifying and Overcoming Challenges in Teaching and Learning Pronunciation in an Efl Class: an Experience From Cameroon

Abstract

Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges.
 Methodology: The setting that defines the EFL learner is presented in a case study of an institution of Higher learning, Prepavogt in Yaounde. The participants are 51 students who are in the first year of their studies in a Management and Finance department. Data was collected through observation and analyses of audio tape recordings of students’ oral productions as part of a pre-test and post-test TOEFL examination preparation during the 2020/2021 academic year. Textual data representation is favored as the objective was to supplement qualitative statements with some data.
 Findings: The findings reveal the factors that affect the students ease of learning pronunciation. These emanated from factors such as the novelty in exposure to the practice of phonetics, the influence of mother tongue, and lack of interest. Segmental features; such as vowels, consonants and suprasegmental features like intonation and stress were all identified as posing serious problems that affected intelligibility. From the pre-test to the post-test, observed individual student improvement are indicators that the teaching strategies, coupled with the supporting audio-visual material, were successful in arousing students’ interest, and developing improved pronunciation. 
 Unique contribution to theory, practice and policy: With the popular decry of how pronunciation skills training are done in secondary schools, which have been proven to be unhelpful, this study demonstrates that appropriate target and focused teaching with supporting equipment, and teacher motivation is needed to train for effective and intelligible standard pronunciation in English among the Cameroonian EFL learners.