ADDRESSING PRONUNCIATION CHALLENGES IN ENGLISH LANGUAGE TEACHING
Abstract
Pronunciation is a vital component of English language proficiency, directly impacting intelligibility, communication effectiveness, and learner confidence. Despite its importance, pronunciation often receives limited attention in language teaching curricula, resulting in persistent learner challenges. This paper delves into the multifaceted nature of pronunciation difficulties in English Language Teaching (ELT), including segmental and suprasegmental aspects, the influence of learners' first language (L1), and socio-affective factors. It further analyzes pedagogical methodologies, technological innovations, and institutional strategies aimed at addressing these challenges. Drawing from case studies, recent research, and practical classroom applications, the paper advocates for a more integrative and reflective approach to pronunciation instruction, emphasizing teacher training and learner autonomy. By bridging theoretical insights and instructional practices, this article provides a comprehensive roadmap for improving pronunciation outcomes in diverse educational contexts.
References
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