Presentation

Teaching Arabic Pronunciation to Non-Natives: Cognition and Practice

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Abstract

This study aims to shed light on pronunciation instruction by exploring teachers’ beliefs and classroom practices regarding pronunciation teaching. In particular, the study investigates the relationship between Arabic language teachers’ beliefs and their current pedagogical pronunciation practices. Data were collected from two groups of subjects (two teachers of Arabic and their 16 students) using different tasks: interviews, class observations, and questionnaires. The result analysis reveals the most frequently used pronunciation techniques in the two different classrooms and how both teachers and students perceived them presenting a brief overview of the way pronunciation is taught in Arabic classrooms illuminating teachers’ tendencies and needs.

How to Cite:

Shehata, A., (2016) “Teaching Arabic Pronunciation to Non-Natives: Cognition and Practice”, Pronunciation in Second Language Learning and Teaching Proceedings 8(1).