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Teaching Pronunciation

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The two prominent schools of language during this period of time viewed pronunciation as essential component of English language teaching. In the audiolingual methodology, founded in the U.S, pronunciation gave high prominence like correct grammar. Bowen (1972) proved it and declared that pronunciation has a central role in the pedagogy and it should be severely taken. It emphasized traditional and conventional notions of pronunciation, pair drills in minimum level, phonemes, morphemes, and dialogue (Morley, 1991). The next one is flourished in British called situational language teaching. These two approaches reflected same view on the essence of both language and language learning. Morley (1991) pointed out “ the pronunciation class in this …show more content…

The cognitive approach claimed that notion of native-like pronunciation could not be achieved by L2 learners and unusual and unrealistic goal. Additionally, there were a lot of questions about whether the significance of pronunciation in the ESL/EFL pedagogy and whether it can be taught in direct way (Morley, 1991). Hence, the instructions gave less attention and time to pronunciation component and some program omitted it entirely. The common methods of teaching pronunciation was not regarded as pedagogical …show more content…

Consequently, this use of language received a central place in language instruction. Morley (1991) and Bowen (1972) suggested the teaching of pronunciation will be gained better result if pronunciation forms a necessary part of oral communication than it is separated to teach. And pronunciation purposed a new perspective and said that students do not need achieve native-like or perfect pronunciation, intelligible pronunciation is sufficient and essential component of oral communication
Current perspectives Based on the changes occurred during different part of history of pronunciation teaching and new perspectives of its teaching, there are clear principles to teach pronunciation, which are followed in current instruction
1. Pronunciation should be approached both segmental and suprasegmental features. Suprasegmental features are more significant than segmental features. (Leather, 1983; Morley, 1991; Morphy, 1991; Pennington & Richards, 1986).
2. Pronunciation has been approached an integral and essential part of communication. The main purpose of language teaching is based on the communicative purpose of language and theories of interactive (Herbert, 2002; Morley, 1991; Morphy, 1991; Pennington & Richards, 1986).
3. Pronunciation should be incorporated in meaningful practices and in communication style, in which the learners exchange meaningful information (Pennington

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