نویسنده: Pourhosein Gilakjani، Abbas؛
November 2016، Volume 1 - Number 1 (6 صفحه - از 1 تا 6)
کلید واژه های ماشینی : English Pronunciation Instruction ، Teachers ، Pourhosein Gilakjani ، EFL ، English Pronunciation EFL Learners ، The Goal English Pronunciation Instruction ، Pronunciation Teaching Adult Learners English ، The Importance English Pronunciation Instruction ، Teaching English Language Learners ، Teaching
English Pronunciation instruction is difficult for some reasons. Teachers are left without clear guidelines and are faced with contradictory practices for pronunciation instruction. There is no well-established systematic method of deciding what to teach, when, and how to do it. As a result of these problems, pronunciation instruction is less important and teachers are not very comfortable in teaching pronunciation in their classes. This paper reviews some of the important issues of English pronunciation instruction. The aims of this paper are to define the term pronunciation, discuss the goal of pronunciation instruction, explain the importance of pronunciation instruction, elaborate the role of teachers in teaching pronunciation, and finally mention some suggestions in helping teachers to improve learners’ pronunciation. The review of literature shows that if teachers want to teach pronunciation accurately they should be trained in pronunciation instruction.خلاصه ماشینی:
"According to Harmer (2001), the lack of high quality, suitable teaching and learning materials, and the lack of time to practice pronunciation are the major reasons that cause teachers not to pay enough attention to English pronunciation. According to Wrembel (2002), these aims are 1) functional intelligibility-developing spoken English that is easy to understand for listeners; 2) functional communicability-developing spoken language that meets communicative needs; 3) increased self-confidence-developing a positive self-image; and 4) speech-monitoring abilities and speech- modification strategies-that will allow students to develop intelligibility, communicability and confidence outside the classroom. According to Butler-Pascoe and Wiburg (2003), the goals of teaching pronunciation are to develop English that is easy to understand and not confusing to the listener, develop English that meets persons’ needs and that results in communicative competence, help learners feel more comfortable in using English, develop a positive self-awareness as non-native speakers in oral communication, develop speech consciousness, personal speech monitoring skills and speech adjustment strategies that help learners develop in and out of the class. 5. The Teachers’ Role in English Pronunciation Instruction Morley (1991) expressed that teachers do not teach but facilitate learners’ learning pronunciation. Teachers should incorporate pronunciation in other language activities because it will help learners to adapt themselves to the sound systems of a new language and overcome their affective problems related to the learning of English language (Rasekhi Kolokdaragh, 2010). Pronunciation instruction helps learners to have a better understanding of native speakers and improves their ability to communicate easily and effectively."
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