PRONUNCIATION TEACHING AND LEARNING: SOME CONSIDERATIONS AND IMPLICATIONS FOR CLASSROOM TEACHERS

Abstract

Pronunciation represents an important aspect that fundamentally shapes communication effectiveness and learner confidence. However, this aspect is often not paid adequate attention to in language learning, especially in an EFL context. This article aims to look into the complex interplay between pronunciation and speaking skills and examine the challenges and potential strategies in pronunciation instruction. By synthesizing insights from leading linguistic researchers, the study challenges traditional approaches prioritizing accent perfection, instead advocating for a more nuanced understanding of communicative intelligibility. The research suggests that effective pronunciation training be extended beyond mere sound production to encompass broader communicative competencies. The investigation reveals significant gaps between teacher preparation, curriculum design, and learner expectations in pronunciation instruction. Through a comprehensive analysis of current methodologies, theoretical perspectives, and empirical research, the article provides language educators with practical insights and strategic recommendations for integrating more effective, learner-centered pronunciation training that empowers students to communicate with greater confidence and clarity.