Presentation

Extra-Linguistic Factors in the Teaching and Learning of Pronunciation in an ESL Class

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Abstract

This paper presents the results of a study that investigated the nature and efficacy of an English as a second language (ESL) pronunciation class from a qualitative perspective. This study, based on ethnographic methods, portrays the reality of a pronunciation class in an intensive English program at a large American university, and uncovers extra- curricular aspects that can hinder the learning and teaching of pronunciation. Some aspects emerged strongly in the analysis as possible hindrance factors: contradictory expectations from the teacher versus the students as to the benefits to be obtained from the class and how to obtain those benefits, as well as complex socio-psychological aspects (e.g., identity, Norton; 1995, 1997; motivation, Ushioda, 2009) that affect teaching and learning in a pronunciation class. Although most of the research carried out in pronunciation has been experimental in nature and has analyzed aspects like native language background and age of learning, this study demonstrates that other extra- linguistic factors should also be taken into consideration, given their role in pronunciation teaching and learning in a classroom setting.

How to Cite:

Gordon, J., (2011) “Extra-Linguistic Factors in the Teaching and Learning of Pronunciation in an ESL Class”, Pronunciation in Second Language Learning and Teaching Proceedings 3(1).