Pronunciation

Authored by: Donna M. Brinton

Handbook of Research in Second Language Teaching and Learning

Print publication date:  December  2016
Online publication date:  November  2016

Print ISBN: 9781138859814
eBook ISBN: 9781315716893
Adobe ISBN: 9781317508366

10.4324/9781315716893.ch19

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Abstract

Pronunciation was once central to language teaching. In the heyday of audiolingualism, underscored by the theory of contrastive analysis, which guided many of its practices, prospective teachers of second/foreign languages (S/FL) received rigorous training in contrastive analysis and in how to teach the sound system to S/FL learners. These teachers were taught to employ the phonetic alphabet, visual aids such as sagittal diagrams and charts illustrating the features of the vowels and consonants of the language, and drills in their efforts to help learners acquire the new sounds and features of the target language. However, with the advent of Communicative Language Teaching in the late 1970s and early 1980s, interest in teaching pronunciation waned (Thomson, 2013). This decrease in emphasis in classroom teaching was accompanied by a similar decrease in the pronunciation training that prospective teachers in Teaching English to Speakers of Other Languages (TESOL) Certificate and Master’s (MA) in TESOL programs received (Murphy, 1997, 2014).

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