Pronunciation Teaching Practices in Canada

Judy Breitkreutz · Tracey M. Derwing · Marian J. Rossiter

236 citations0/0 files storedTESL Canada Journal

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Acquisition and Learning

Abstract

We surveyed 67 ESL programs in Canada to determine to what extent pronunciation is taught and which resources are most often used. The survey also requested demographic information about the respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. The respondents from approximately half the programs offer stand-alone pronunciation courses, and the balance reported that they integrate pronunciation teaching in their general ESL classes. The majority of respondents said that it was important to teach pronunciation at all levels, although few teachers have special training in this area. Resources preferred by the participants are discussed with regard to their emphases on segmental and suprasegmental aspects of pronunciation.

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1995Attention and awareness in foreign language learning 1997Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research

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2005Changing Contexts and Shifting Paradigms in Pronunciation Teaching 2015Pronunciation Fundamentals 2008Putting accent in its place: Rethinking obstacles to communication 2006THE MUTUAL INTELLIGIBILITY OF L2 SPEECH 2006The functional load principle in ESL pronunciation instruction: An exploratory study 2002ESL learners' perceptions of their pronunciation needs and strategies 2013Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions 2013Pronunciation teaching practices in communicative second language classes

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