Round Robin on the Teaching of Pronunciation

The Pronunciation Component in Teaching English to Speakers of Other Languages

“…The agents of change were a number of ESL professionals who began to raise issues and suggest expansions and changes of emphasis in classroom practices. In retrospect, many of these perspectives foreshadowed things to come: Prator (1971) examined issues relating to phonetics versus phonemics in pronunciation teaching; Allen (1971) wrote on intonation, providing practice suggestions that continue to be cited today; Bowen (1972) focused on contextualizing practice in the classroom, with a classic format that is still recommended, for example, by Celce-Murcia and Goodwin (1991) who refer to it as "Bowen's Technique"; Kriedler (1972), W. , and Dickerson and Finney (1978) stressed the importance of the spelling/pronunciation link for learners; Morley (1975) emphasized the need for learnerinvolvement and speech self-monitoring; Robinett (1975) suggested ways to present information in a manner that appeals to students' cognitive involvement; Stevick (1975) turned attention to a view of the learner's feelings and the importance of the affective dimension in learning; L. and W. Dickerson (1976) looked at aspects of variability in L2 pronunciation performance; Cathcart and Olsen (1976) reported on teachers' and students' preferences for correction; Parrish (1977) and Stevick (1978) presented viewpoints on a practical philosophy of pronunciation with attention to issues involving linguistic, affective, social, and methodological considerations; G. Brown (1977Brown ( , 1978 underscored the importance of focusing listening attention on prosodic patterning; Beebe (1978) provided some sociolinguistic perspectives on "teaching pronunciation, why we should be"; Smith and Rafiqzad (1979) investigated mutual intelligibility among speakers from different cultures.…”

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

“…The research evidence indicates that it remains problematic because of restrictions imposed by the lack of class time, materials, and inclusion of features such as intonation or prosody in practice sessions, for example, Munro & Derwing, 2007;Ramirez-Verdugo, 2006). There are also some issues relating to teacher motivation or ability to teach pronunciation effectively, and some teachers still report the perception that students neither enjoy, nor benefit from, pronunciation work, e.g., Stevick, Morley, & Wallace Robinett, 1975). The lack of prior phonetic training remains an issue of prime importance, and some teachers also remain unwilling to teach pronunciation (Weinberg & Knoerr, 2003).…”

The Impact of Computer–Assisted Language Learning (CALL) /Web-Based Instruction on Improving EFL Learners’ Pronunciation Ability

“…Foreign language (FL) teachers are often challenged by the ongoing debate on how to teach pronunciation across proficiency levels. While some teachers feel there is often not enough class time to practice pronunciation, including intonation or prosody (Munro & Derwing, 2007;Ramírez-Verdugo, 2006), others may not enjoy nor know how to teach pronunciation, or they may believe that students simply find it boring (Stevick, Morley, & Wallace Robinett, 1975).…”