Presentation

Bridging the Gap Between Pronunciation Research and Proficiency-Based Teaching

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Abstract

Although many studies have shown that explicit instruction is effective in increasing learners’ L2 pronunciation skills (Aliaga-García, 2007; Lord, 2005; Sturm, 2013), lack of phonetic preparation in language education programs and logistical challenges inherent to oral assessments are often cited as possible obstacles to its inclusion (Derwing, 2010; Yates, Zielinski, & Pryor, 2011). To investigate those claims, this study reports on an online survey of 120 instructors of French. Results indicated that instructors value pronunciation, deem to have received adequate training, and feel they draw sufficient attention to it in class. However, activities designed to develop correct pronunciation are seldom offered to learners, highlighting conflicts between the instructors’ perceived importance of pronunciation and its relative absence. This paper presents current trends and challenges in pronunciation instruction, and discusses possible ways to bridge research and teaching by taking into consideration the proficiency movement of the last two decades (Brooks & Darhower (2014; Kissau, 2014) as well as teachers’ and learners’ needs.

How to Cite:

Sertling Miller, J., (2017) “Bridging the Gap Between Pronunciation Research and Proficiency-Based Teaching”, Pronunciation in Second Language Learning and Teaching Proceedings 9(1).