Teaching and Learning Pronunciation: EFL Learners’ Views and Instructors’ Practices

Mehmet Gazan; Nurdan Gürbüz

Makale detayları

Teaching and Learning Pronunciation: EFL Learners’ Views and Instructors’ Practices

Yazarlar:

Mehmet Gazan | Nurdan Gürbüz

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.126-145

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342477

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 The discussion surrounding the significance of pronunciation in communication, both in a first language L1 and a second language L2, has been a subject of ongoing debate. Previous research has predominantly focused on exploring teachers techniques and practices regarding pronunciation instruction, as well as investigating students opinions and perceptions. This study seeks to enhance our understanding of pronunciation instruction within an English as a Foreign Language EFL context by offering insights into both learners views and instructors practices jointly. Conducted as a mixed-method study, the research investigated the perspectives of both students n  112 and instructors n  14 on the learning and teaching of pronunciation. The findings revealed that learners placed considerable importance on pronunciation instruction and expressed a preference for audio-visual materials, repetition, and imitation techniques respectively. On the contrary, the majority of instructors, who reported including pronunciation in their teaching, emphasized the effectiveness of focusing on the phonetic alphabet the most, while considering textbook-based activities to be the least effective component of their instructional repertoire. These findings may contribute to a better understanding of the teaching and learning of pronunciation in an EFL context and could help inform future instructional strategies and educational practices.

 The discussion surrounding the significance of pronunciation in communication, both in a first language L1 and a second language L2, has been a subject of ongoing debate. Previous research has predominantly focused on exploring teachers techniques and practices regarding pronunciation instruction, as well as investigating students opinions and perceptions. This study seeks to enhance our understanding of pronunciation instruction within an English as a Foreign Language EFL context by offering insights into both learners views and instructors practices jointly. Conducted as a mixed-method study, the research investigated the perspectives of both students n  112 and instructors n  14 on the learning and teaching of pronunciation. The findings revealed that learners placed considerable importance on pronunciation instruction and expressed a preference for audio-visual materials, repetition, and imitation techniques respectively. On the contrary, the majority of instructors, who reported including pronunciation in their teaching, emphasized the effectiveness of focusing on the phonetic alphabet the most, while considering textbook-based activities to be the least effective component of their instructional repertoire. These findings may contribute to a better understanding of the teaching and learning of pronunciation in an EFL context and could help inform future instructional strategies and educational practices.

 The discussion surrounding the significance of pronunciation in communication, both in a first language L1 and a second language L2, has been a subject of ongoing debate. Previous research has predominantly focused on exploring teachers techniques and practices regarding pronunciation instruction, as well as investigating students opinions and perceptions. This study seeks to enhance our understanding of pronunciation instruction within an English as a Foreign Language EFL context by offering insights into both learners views and instructors practices jointly. Conducted as a mixed-method study, the research investigated the perspectives of both students n  112 and instructors n  14 on the learning and teaching of pronunciation. The findings revealed that learners placed considerable importance on pronunciation instruction and expressed a preference for audio-visual materials, repetition, and imitation techniques respectively. On the contrary, the majority of instructors, who reported including pronunciation in their teaching, emphasized the effectiveness of focusing on the phonetic alphabet the most, while considering textbook-based activities to be the least effective component of their instructional repertoire. These findings may contribute to a better understanding of the teaching and learning of pronunciation in an EFL context and could help inform future instructional strategies and educational practices.

 The discussion surrounding the significance of pronunciation in communication, both in a first language L1 and a second language L2, has been a subject of ongoing debate. Previous research has predominantly focused on exploring teachers techniques and practices regarding pronunciation instruction, as well as investigating students opinions and perceptions. This study seeks to enhance our understanding of pronunciation instruction within an English as a Foreign Language EFL context by offering insights into both learners views and instructors practices jointly. Conducted as a mixed-method study, the research investigated the perspectives of both students n  112 and instructors n  14 on the learning and teaching of pronunciation. The findings revealed that learners placed considerable importance on pronunciation instruction and expressed a preference for audio-visual materials, repetition, and imitation techniques respectively. On the contrary, the majority of instructors, who reported including pronunciation in their teaching, emphasized the effectiveness of focusing on the phonetic alphabet the most, while considering textbook-based activities to be the least effective component of their instructional repertoire. These findings may contribute to a better understanding of the teaching and learning of pronunciation in an EFL context and could help inform future instructional strategies and educational practices.

Makale detayları

Teaching and Learning Pronunciation: EFL Learners’ Views and Instructors’ Practices

Yazarlar:

Mehmet Gazan | Nurdan Gürbüz

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.126-145

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342477

pISSN:

2148-8940

Pronunciation instruction

student perceptions

teaching practices

Sayı

Makale detayları

Teaching and Learning Pronunciation: EFL Learners’ Views and Instructors’ Practices

Yazarlar: Mehmet Gazan | Nurdan Gürbüz

Yayıncı: Kafkas University

Ana Başlıklar: Language Studies (Other)

Dergi: e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.126-145

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001342477

pISSN: 2148-8940

Pronunciation instruction

student perceptions

teaching practices

Sayı

Yazarlar:

Mehmet Gazan | Nurdan Gürbüz

Yayıncı:

Kafkas University

Ana Başlıklar:

Language Studies (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.126-145

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342477

pISSN:

2148-8940