Phonology and fluency: How pronunciation is (and is not) taught in United States ESL classrooms

Author

Nik Hucke, University of Northern IowaFollow

Award/Availability

Open Access Honors Program Thesis

First Advisor

Aliza Fones

Abstract

This thesis examines how explicit pronunciation instruction affects the ability to learn, understand, and produce English in non-native speakers, and how their teachers approach that instruction. The goal is to create a general overview of pronunciation teaching practices currently in use in K-12 English as a second language (ESL) classrooms in the United States and to gauge the general attitudes and approaches towards pronunciation instruction of ESL teachers. This will help create a picture of the current state of ESL pronunciation instruction in the United States, investigate the best ways to teach pronunciation as a part of a general ESL class, and add more data to the disproportionately small pool of research on pronunciation instruction in the Teaching English to Speakers of Other Languages (TESOL) field.

Year of Submission

2021

Department

Department of Languages and Literatures

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

5-2021

Object Description

1 PDF file (21 pages)

Copyright

©2021 Nik Hucke

Language

en

File Format

application/pdf

Recommended Citation

Hucke, Nik, "Phonology and fluency: How pronunciation is (and is not) taught in United States ESL classrooms" (2021). Honors Program Theses. 470.
https://scholarworks.uni.edu/hpt/470