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Guidelines for teaching pronunciation

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 Temple University Japan
Studies in Applied Linguistics

Teaching the Sound System of English

Editors:
Shalvin Singh, David Abbott, and Tyler Kinkade

Series Editors, David Beglar and Tomoko Nemoto

Number 123, February 2019

© Copyright 2019
Temple University, Japan Campus

ii
 Studies in Applied Linguistics

Temple University, Japan Campus

Graduate College of Education

PROGRAMS

Master of Education Degree

Teaching English to Speakers of Other Languages

Doctor of Education Degree

Curriculum, Instruction, and Technology
with specialization in
Teaching English to Speakers of Other Languages

FACULTY

David Beglar
Eton Churchill
Tim Doe
Paul Leeming
Robert Nelson
Tomoko Nemoto
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 Guidelines for Teaching Pronunciation

J. Tyler Kinkade

An informed pronunciation teaching approach is essential for second language (L2) teachers
(Celce-Murcia, Brinton, Goodwin, & Briner, 2010). In this paper, I present and discuss eight guidelines
for teaching English pronunciation to Japanese adults based on L2 acquisition research.

Impact on Learners’ Lives

Teachers must understand the impact of pronunciation on learners’ lives outside of the classroom.
Some teaching approaches have downplayed the importance of some (e.g., segmentals) or even all
aspects of pronunciation; however, pronunciation has significant consequences in L2 speakers’ lives
(Celce-Murcia et al., 2010). Incorrect pronunciation impedes intelligibility and influences listeners’
evaluations of L2 speakers (Derwing & Munro, 2013; Hahn, 2004; Munro & Derwing, 1999), even if
the listeners are also non-native speakers (Major, Fitzmaurice, Bunta, & Balasubramanian, 2002). The
consequences can be life-changing, affecting L2 speakers’ feelings of self-worth, acceptance by others,
and careers (Kubota, 2011; Morita, 2012; Morley, 1991). Thus, English teachers must recognize the
value of pronunciation and devote classroom time to this aspect of the language.

Realistic Goals
It is important that teachers set realistic goals for pronunciation instruction and help learners choose
achievable goals for themselves. Some learners might have goals of native-like speech, but research
indicates that most learners who begin learning a L2 after puberty will not attain native-like accents
(Granena & Long, 2012). Furthermore, foreign accents have been detected in the speech of learners
who immigrated to English-speaking countries as early as 3 years of age (Flege, Munro, & MacKay,
1995). Clearly, native accents are not a reasonable goal for adult English learners in Japan. However,
intelligible pronunciation is a realistic goal (Celce-Murcia et al., 2010); therefore, pronunciation
instruction should be implemented with the aim of intelligibility, rather than native-like speech in mind.

Prioritized by Research and Learners’ Needs

Within the general goal of intelligibility, it is important to prioritize instructional time according to
research and learners’ needs (Celce-Murcia et al., 2010). Researchers have identified segmental and
suprasegmental features of the English sound system, which are essential for intelligible
communication with native speakers (Zielinski, 2008) and between non-native speakers (Jenkins, 2002).
From these core features, instruction can be further prioritized based on learners’ specific needs. Based
on typical errors for Japanese EFL learners (Avery & Ehrlich, 1992), these priorities might include
consonants /s/, /ʃ/, /tʃ/, /b/, /v/, aveolar /l/, intervocalic /t/, and rhotic /r/; aspiration of word-initial
voiceless stops; initial and medial consonant clusters; consistent tense-lax vowel distinctions;
sentence-level prominence (Jenkins, 2002); the correct number of syllables (Gilbert, 2012); and
word-level syllable stress and pronunciation (Zielinski, 2008).

Form-Focused Instruction
Pronunciation instruction should be form-focused. That is, learners’ attention should be deliberately
directed to sound system forms. Exposure alone is not sufficient in improving adult learners’
pronunciation (Saito, 2013), even in English-speaking countries (Derwing & Munro, 2013). However,
there is evidence that form-focused instruction (FFI) can improve learners’ pronunciation of segmentals
(Saito, 2013) and suprasegmentals (Nagamine, 2011). This is especially important in the English as a
Foreign Language (EFL) setting of Japan, where learners have even fewer opportunities to
communicate in English compared to English-speaking countries. Thus, teachers should focus on sound
system forms through exaggerated pronunciation, articulatory explanations, typographical emphasis,
and input and output tasks structured to focus on target forms (Saito, 2013).

Communicative Context
Isolated FFI is not easily transferred to real-world settings; therefore, FFI should be presented within a
meaning-focused, communicative context (Celce-Murcia et al., 2010; Levis, 1999; Morley, 1991).
Saito (2013) empirically demonstrated the effectiveness of pronunciation FFI in a communicative
context in improving learners’ free production. To implement this, researchers have recommended

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presenting targeted sound system forms within meaning-focused discourse, presenting aural samples of
authentic speech, focusing on target forms, and practicing those forms in controlled and free
communicative tasks (e.g., Celce-Murcia et al., 2010; Chun, 2002; Levis, 1999). This approach
supports learners’ acquisition of sound system forms and facilitates transfer to communicative contexts.

Language Curriculum Integration

Pronunciation should be integrated throughout the language curriculum. In addition to speaking, the
English sound system is an important part of listening, reading, and writing. Listening is integral to
pronunciation instruction (Celce-Murcia et al., 2010) as perception of sound system features is a
prerequisite for their production (Leather, 1999). Likewise, spelling-sound relationships are
fundamental to both reading (Grabe, 2009) and writing (Tarone & Bigelow, 2005), as are prosodic
features (Gibson, 2008). Thus, activities such as reading aloud (Gibson, 2008), shadowing (Hamada,
2014), and dictation (Celce-Murcia et al., 2010) should be used to facilitate reading, writing, listening,
and speaking skills.

Link to Grammar and Spelling

Instruction should link pronunciation to English grammar and spelling. Grammar-related phonological
distinctions, such as verb inflections and stressed function words, contribute to intelligibility
(Celce-Murcia et al., 2010). Closely tied to this is English spelling, which is more reflective of English
morphology than of one-to-one sound-letter correspondences (Celce-Murcia et al., 2010). The abstract
connection between grammar, spelling, and pronunciation is difficult for Japanese EFL learners, whose
first language exhibits more straightforward grapho-phonemic and morpho-phonemic connections.
Nevertheless, patterns exist between English grammar, spelling, and pronunciation, and these should be
presented to aid learners in producing intelligible pronunciation (Celce-Murcia et al., 2010).

Formative Assessment and Feedback

Teachers should use formative assessment to evaluate their instruction and provide feedback to students
(Celce-Murcia et al., 2010). Formative assessment reveals areas in which students are in need of
additional instruction, and feedback contributes to learning by highlighting both successes and aspects
for improvement. It can be implemented by noticing pronunciation errors and providing recasts (Saito,
2013) or through more complex interactive, iterative, and reflective tasks, such as paired oral testing
(Egyud & Glover, 2001) or revision of audio journal recordings (Celce-Murcia et al., 2010).

Conclusion
In conclusion, these eight guidelines reflect my approach to teaching English pronunciation to Japanese
adults based on my current understanding of L2 research. Thus, they are a work-in-progress that must
evolve as L2 acquisition research evolves.

References
Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation (pp. 134-138). New York,
NY: Oxford University Press.
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching pronunciation: A course
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Chun, D. M. (2002). Discourse intonation in L2: From theory and research to practice. Amsterdam,
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7-year study. Language Learning, 63(2), 163-185.
Egyud, G., & Glover, P. (2001). Oral testing in pairs: A secondary school perspective. ELT Journal,
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Grabe, W. (2009). Reading in a second language: Moving from theory to practice (pp. 21-58).
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