Changing paradigms in teaching English pronunciation: A historical overview

Abstract

The role of pronunciation has varied widely in different methods and approaches of language teaching. In Grammar Translation Method (GTM) and the cognitive learning it received virtually no role. In Audio Lingual Method (ALM), on the other hand, it had a pivotal role. In communication-oriented approaches and within the broad context of EFL/ESL teaching in which successful communication is emphasized, it has been argued that pronunciation pedagogy deserves neither fate. This paper provides a historical overview of pronunciation teaching from GTM to communicative language teaching (CLT) highlighting the fact that until CLT, pronunciation pedagogy witnessed some drastic fluctuations; nevertheless, from then on, most of the researchers and practitioners in the field have come to the conclusion that the most reasonable and logical goal for pronunciation pedagogy should be intelligibility and functional communicability rather than nativeness.

Using Kahoot Platform for Developing EFL Pronunciation Skills among Faculty of Education Students

“…Then, the amount of exposure as the more exposure that one gets makes it easier to acquire good pronunciation.Finally, the attitude and identity factor refers to many non-linguist factors in which one's attitude toward speakers of the target language, the development of pronunciation skills (Afshari &Ketabi, 2017 andWibawa, 2014).…”