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Effective Pronunciation Instruction in Basic Language Classrooms: A Modular Approach

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Abstract

Pronunciation skills in a second language (L2) are a significant component of communicative competence, yet are notoriously difficult to acquire. Most L2 learners seem unable to identify and improve their pronunciation on their own (Derwing & Munro, 2013; Derwing & Rossiter, 2002; Dlaska & Krekeler, 2008); therefore it seems necessary to provide them with instruction in pronunciation. Instruction programs have been shown to be effective in improving pronunciation skills, by reducing accent and increasing comprehensibility (e.g., Derwing, Munro & Wiebe, 1998; Elliott, 1995; Hardison, 2004; Lord, 2008; Saito & Lyster, 2012). Yet it remains uncommon to encounter a pronunciation training study implemented in beginner or intermediate four-skills classrooms, despite the fact that researchers are beginning to promote the idea of beginning pronunciation training as early as possible (Counselman, 2010; Derwing & Munro, 2013; Eskenazi, 1999; Munro, 2013). This is not for lack of concern, however; many foreign language instructors recognize the importance of pronunciation skills, but do not teach them because they are worried about time constraints or are unsure of how to get started.

How to Cite:

Roccamo, A., (2013) “Effective Pronunciation Instruction in Basic Language Classrooms: A Modular Approach”, Pronunciation in Second Language Learning and Teaching Proceedings 5(1).