Presentation

Learners’ Perspectives on English Pronunciation Teaching and Learning: A Preliminary Study in the Vietnamese Context

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Abstract

In a context where many L2 teachers follow their intuition in making decisions related to pronunciation teaching (Derwing & Munro, 2005; Levis, 2005), an insight into the learner’s view of what is happening in the classroom might help teachers become better informed so as to make better choices. The study aims to find out what Vietnamese adult learners think about the current teaching and learning of English pronunciation. 38 learners participated in semi-structured interviews which centered around issues related to their learning targets, learning difficulties as well as their expectations for and evaluations of the pronunciation instruction available to them. Findings reveal that learners aimed at achieving a native like accent, which was considered a proof of success in learning. They also tended to have similar problems in acquiring the phonological features of English. Although almost all of them highly valued the role of instruction, many were not satisfied with the current teaching practices and called for more effective instruction with regards to focus, type of classroom activities and availability of feedback. The study’s findings and implications are expected to help curriculum designers and teachers determine what to teach and how to teach it for better outcomes.

How to Cite:

Nguyen Anh Dao, D., (2017) “Learners’ Perspectives on English Pronunciation Teaching and Learning: A Preliminary Study in the Vietnamese Context”, Pronunciation in Second Language Learning and Teaching Proceedings 9(1).