English 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. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/22724 |
| Date | 17 December 2013 |
| Creators | Martin, Kelly Elizabeth |
| Source Sets | University of Texas |
| Language | en_US |
| Detected Language | English |
| Format | application/pdf |
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