Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
This literature review aims to explore existing research on pronunciation teaching practices and teachers’ beliefs about pronunciation instruction in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. To achieve this, I will first delve into teacher cognition research, intending to find current reported and actual practices surrounding pronunciation teaching. The importance of pronunciation instruction has been widely discussed and acknowledged by scholars in applied linguistics and teacher education programs. Various studies have identified pronunciation instruction as a key component for fostering effective oral communication skills in second language acquisition, specifically enhancing intelligibility (i.e., accuracy of understanding) and comprehensibility (i.e., easiness of understanding) over nativelikeness (see Derwing & Munro, 2009; 2015; Levis, 2005; Sardegna & Jarosz, 2023). Furthermore, scholars have made significant recommendations regarding effective practices for equipping teachers to deliver pronunciation instruction effectively in ESL/EFL classrooms. These recommendations not only address teachers’ pedagogical practices but also their underlying beliefs about pronunciation (Gordon & Darcy, 2024; Jarosz, 2023; Pennington, 2021). By synthesizing these insights, this review seeks to provide a comprehensive understanding of how teachers navigate the complexities of pronunciation instruction and the implications for both teacher training and learner outcomes. This will be possible by answering the following research questions:
1. What are the pronunciation teaching practices that exist in ESL/EFL classrooms?
2. What are EFL/ESL teachers’ beliefs about pronunciation teaching?
3. To what extent are EFL/ESL teachers trained to teach pronunciation?
Year of Submission
2025
Degree Name
Master of Arts
Department
Department of Languages and Literatures
First Advisor
Joshua Gordon
Date Original
4-2025
Object Description
1 PDF (34 pages)
Copyright
©2025 Barry Moussa
Language
en
File Format
application/pdf
Recommended Citation
Moussa, Barry, "Investigating Pronunciation Teaching Practices and Teachers’ Beliefs about Pronunciation Instruction in EFL/ESL Classrooms" (2025). Graduate Research Papers. 4594.
https://scholarworks.uni.edu/grp/4594
