Goals and priorities for English pronunciation instruction

dc.contributor.advisorSardegna, Veronica G.
dc.creatorMartin, Kelly Elizabethen
dc.date.accessioned2013-12-17T16:48:41Zen
dc.date.accessioned2017-05-11T22:40:34Z
dc.date.available2017-05-11T22:40:34Z
dc.date.issued2013-05en
dc.date.submittedMay 2013en
dc.date.updated2013-12-17T16:48:41Zen
dc.descriptiontexten
dc.description.abstractEnglish pronunciation instruction is not a common component of most language classrooms, with the large majority of ESL/EFL teachers lacking the knowledge and expertise to successfully reduce their students’ segmental and suprasegmental pronunciation errors. Therefore, this report aims to provide English teachers with the necessary instructional goals, priorities, and suggestions to guide students in their pronunciation improvement, both during a course and beyond. The first chapter reviews the pronunciation education strategies of the past, and proceeds to offer contemporary approaches for English instructors and learners focusing on autonomous student strategy use. Secondly, the pedagogical priorities for pronunciation improvement in the short and long-term, for both segmental and suprasegmental features, are identified. The third chapter offers suggestions for teachers on how to use these goals and priorities within a course, as well as discussing classroom environments conducive for pronunciation improvement. This report makes a case for the importance of student empowerment through the utilization of autonomous learning strategies, allowing students to take control over their individual language acquisition process.en
dc.description.departmentForeign Language Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/22724en
dc.language.isoen_USen
dc.subjectESLen
dc.subjectEFLen
dc.subjectTESOLen
dc.subjectEnglishen
dc.subjectPronunciationen
dc.subjectEducationen
dc.subjectForeign languageen
dc.titleGoals and priorities for English pronunciation instructionen

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