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Pronunciation Strategies at Primary and Secondary Level of TEFL

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Eva Reid and Božena Horváthová

Pronunciation Strategies at Primary and Secondary

Level of TEFL

Sebastian Jentschke in his contribution on Interaction between language and

music introduced the idea that music and language could share numerous
common features. He also suggested that music could improve certain as-
pects of foreign language learning. Teaching through music is very popular
in foreign language teaching and it can be used for teaching grammar, syn-
tax, phrases, culture, history and pronunciation (Brand 2007). It is not only
the popularity of music that is useful in TEFL, but also the fact that music
and language processing are located in the same area of the brain (Maess &
Koelsch 2001).
Several scholars have investigated the topic of music in teaching pronun-
ciation. Mandell (2009) identifies clear interrelations between pitch percep-
tion and vowel production, melodic memory and intonation, musical
rhythm and language rhythm. Zybert and Stepien (2009) claimed a correla-
tion between musical aptitude and perception and production of some as-
pects of foreign language phonetic features. Sarsarbi (2016) researched the
connection between Gardener’s musical intelligence and pronunciation suc-
cess and came to the conclusion that pupils with high musical intelligence
do better in pronunciation classes and tests. On the other hand, Malíková
(1990) claimed that musical hearing is not connected to the phonemic sense
of hearing and individuals exhibit various levels of sensitivity to differentia-
tion and production of segmental and suprasegmental elements of a foreign
language.
Even though researchers do not agree on the connection of music and
musical hearing with the ability to achieve flawless pronunciation, the use of
music is very much recommended for training English pronunciation (Celce-
Murcia at al. 1996). Through music both segmental and suprasegmental
features can be learnt and practiced. Zybert and Stepien (2009) recommend
music, especially for teaching suprasegmentals: intonation, rhythm and
stress. Miyake (2004) suggests music for teaching aspects of connected
speech. For example, English rhythm is a very challenging aspect of pronun-
ciation that learners of the language have to face. Slovak is a syllable timed
language, whilst English is a stressed timed language. English is a rhythmic
language, where the beat moves from one stressed syllable to the next re-
gardless of the number of syllables in between. According to Gilbert (2008)
2 Eva Reid and Božena Horváthová

prosody of the first language is learnt in the first year of life and learners of a
second language feel uneasy to speak with a different rhythm. Using songs
and rhythmic activities helps learners to overcome this psychological barrier
and to acquire correct English rhythm.
In our study, we intended to contribute to the topic and investigate
the use of pronunciation strategies in EFL supported by primary and
secondary school teachers. For this purpose we chose the standardised
survey of teachers’ foreign language strategy use by Cohen and Oxford
(2002), from which we chose the strategies connected to pronunciation. It
was our goal to find out to which levels of phonology the surveyed
teachers focus on and to see if musical and rhythmical activities take
place in English language classrooms.

1 Teaching Pronunciation

According to Scrivener (2011), teachers do not put enough emphasis on

teaching pronunciation or even avoid teaching it, partially due to the fact
that they themselves are not confident enough about their own pronuncia-
tion, or they claim that they do not have enough time for specific pronuncia-
tion practice activities (Gilbert 2008). Kelly (2000) emphasises the importance
of teaching pronunciation as it influences communication skills of learners
and because mistakes in pronunciation have a great impact on the effective-
ness of communication. Teaching pronunciation helps learners to under-
stand and differentiate sounds and other features of pronunciation and it
leads to improvement and intelligibility of learners’ speech and understand-
ing of spoken English (Harmer 2005).
Pronunciation consists of segmental and suprasegmental features. The
segmental level is presented by phonemes, while stress, rhythm and intona-
tion are features of suprasegmental level (Hewings 2007, Kelly 2000, Roach
1991). Segmental and suprasegmental features of English and native lan-
guages can be quite different and the danger is that learners assimilate Eng-
lish into the pronunciation of their native language (Kráľová & Lengyel-
falusy 2010). Kráľová (2010) also claims that learners of any age are able to
create additional phonetic categories for new language sounds which do not
correspond to the mother tongue sounds. Hence, both segmental and supra-
segmental features need to be addressed in foreign language teaching, as not
only correct pronunciation of individual sounds and words matters, but also
word stress, rhythm and intonation (Harmer 2005).
There are several factors influencing pronunciation in a foreign language.
According to Sabol (1993) extralingual factors such as language contact and
form of contact influence pronunciation in a foreign language. Gilakjani
(2011) states that the native accent influences pronunciation in a foreign
Pronunciation Strategies at Primary and Secondary Level of TEFL 3

language. The older the learner gets, the stronger the effect of native accent.
Stress, intonation and rhythm affect intelligibility more than errors in single
sounds. Exposure and motivation for learning the foreign language also
determine learners’ development of pronunciation. Musical training in
learners can influence good phonemic coding ability and also the ability to
acquire a new sound system (Zybert & Stepien 2009).
Language teachers should be aware that correct pronunciation is an in-
separable part of English language education. Teachers should be able to
train their learners in correct pronunciation, and apply various techniques
and strategies in order to practice and improve pronunciation of their learn-
ers. According to the CEFR (2001) pupils should be exposed to the authentic
language, , to audio-recorded native speakers, video-recorded native speak-
ers, they should be encouraged to imitate the teacher, to read aloud, to prac-
tice ear-training, to do phonetic drilling, tongue twisters, songs, chants, etc.
Pronunciation teaching is especially important with young learners who are
still in the so-called ’critical period’ age and could achieve flawless pronun-
ciation (Loewen & Reinders 2011). Kováčiková and Gajdáčová Veselá (2016)
suggest that young learners should be exposed to amusing, playful and
funny ways of pronunciation practice through rhymes, songs, chants, etc.
(Kováčiková 2016). Reid and Kováčiková (2015, 2017) use chants, songs,
rhymes and tongue twisters in their English language textbooks for young
learners. However, not only young learners, but all learners should know
how to pronounce correctly in the target-language taught, and different
approaches and techniques should be used. Pronunciation teaching at sec-
ondary schools is just as important, but techniques need to be adjusted, as
Strevens (1991) claims that many older learners show more inhibition when
it comes to auditory discrimination and plasticity for language acquisition,
some might lack the ability to monitor their own pronunciation, to notice
and correct own mistakes. Also, some adolescent learners shy away from
producing unfamiliar sounds. On the other hand, they can explicitly learn
about speech sounds, their correct production, rules of pronunciation, etc.
Recommended teaching techniques enhancing correct pronunciation are
drill and imitation, minimal pairs based on a slight change of a phoneme in
the word, model dialogues and phrases, lip reading, reading aloud, chants
and riddles, tongue twisters, songs, presentations, interactive games, etc.

2 Development of Listening and Speaking

The natural sequence of language skills starts with listening and comprehen-
sion. It is a receptive skill present in everyday life. In the development of
listening as a foreign language skill, Scrivener (2011) points out several prob-
lems such as native speakers speaking fast and using different accents,
4 Eva Reid and Božena Horváthová

learners cannot differentiate where utterances start and finish, learners can-
not pronounce the words they do not know and learners do not understand
what is said. In order to offer learners adequate forms of support, teachers
should include particular tasks, activities and strategies aimed towards
learning correct pronunciation, getting to know different accents, under-
standing meaning based on important words, and subsequently eliminating
the above-mentioned problems based on age and level competences.
Procházková (2013) claims that neither skill should be approached indi-
vidually without being connected to another skill. Thus, listening is natural-
ly connected to speaking. Paulíková (2017) investigated factors causing diffi-
culties in speech production of learners: accuracy and fluency, knowledge,
time pressure, ’nothing to say‘, use of mother tongue and confidence. There-
fore, speaking activities need to reflect real-life communication. Speaking is
very closely connected to pronunciation and intelligibility should be empha-
sised. Kováčiková and Gajdáčová Veselá (2016) organize speaking activities
according to the topic stemming from the age and interests of language
learners. Activities cover choir or individual imitations, presenting learnt
phrases and language structures, reading aloud, role plays, dialogues,
tongue twisters, riddles, songs and chants.
In the following paragraph, we are presenting research dealing with the
support of strategies aimed at development of pronunciation.

3 Methodology of Research

Data for the study1 were gathered through two variants of a standard-
ised quantitative instrument (for further information see 3.2) – a strategy
inventory for primary school teachers and a strategy inventory for sec-
ondary school teachers which identifies the support of pupils’ use of
foreign language learning strategies by the teacher. This support is
aimed at natural use of learning strategies by pupils, both in and out of
the classroom, which corresponds with the learning objectives. The main
aim of the research is:
to investigate which foreign language learning strategies primary and sec-
ondary school teachers support in improving learners’ pronunciation within
listening comprehension and speaking of the foreign language.

1 The paper includes research results gained as a part of the project KEGA 006UKF-
4/2017 “Kontrastívna analýza ako efektívna podporná metóda vyučovania anglickej
výslovnosti na ZŠ.”
Pronunciation Strategies at Primary and Secondary Level of TEFL 5

3.1 Sampling and Research Subjects

The inventory for primary school teachers was administered to 42 English
language teachers at primary schools in Slovakia and 66 English language
teachers at secondary schools in Slovakia. All respondents are qualified in-
service teachers.

3.2 Data Collection Instruments

For the purpose of this study the Inventory for teachers at primary schools (six-
ty-four brief items) and Inventory for teachers at secondary schools (eighty-nine
items) were used. The inventories were translated by Vlčková and Přikrylo-
vá with the permission of the authors Cohen and Oxford (2002). Their pur-
pose is to detect what learning strategies teachers support when teaching a
foreign language. The inventories are structured according to the language
skills (listening, reading, speaking, and writing). Items aimed at pronuncia-
tion strategies are integrated into the section listening and speaking. Re-
spondents rated the extent to which the statements in the questionnaire
described their actual support of each foreign language strategy using a
three-point response format ranging from “I do not use this strategy and I
do not consider it useful” through “I do not know this strategy but I find it
interesting” to “I use this strategy and I consider it useful”.

3.3 Research Results

This section presents the results of the inventory-based survey. The ap-
proach according to the division of language skills into listening and speaking
is applied to categorise the supported language learning strategies. The ta-
bles illustrate the percentage of teachers’ strategy support. Those preferences
which have reached more than 70 % are considered relevant.
Table 1 presents an overview of strategies which are used by primary
school English language teachers. These strategies focus on listening and
speaking skills and target the development of correct pronunciation of pu-
pils.
Only one listening strategy was chosen by the majority of English lan-
guage teachers at primary schools. 95 % of the teachers claimed to teach their
pupils to try to remember unfamiliar sounds they hear. The questionnaire
does not specify how the unfamiliar sounds are pointed out and explained
to the pupils, but it would be interesting to know how the teachers do it.
Only 49 % of teachers used rhymes for learning new words, even though
rhymes are supposed to be an excellent way for learning the correct pronun-
ciation of the new words, rhythm and intonation. Paying attention to similar
or different sounds in their mother tongue was used only by 34 % of the
teachers. Matching sounds in new words with the sounds in words they
6 Eva Reid and Božena Horváthová

know was regularly used by 66 % of the teachers. The strategy developing

awareness of intonation by encouraging learners to guess the meaning from
the tone of the speaker was chosen only by 41 % of the teachers. With the
right use of authentic listening materials young learners have the ability to
acquire very good pronunciation. Surprisingly the listening strategies were
not used much by the teachers who took part in our research.
I do not I find it I use this
use this interest- strategy
strategy ing

Listening
4. We look for sounds or words in the language that 9 18 14
are like sounds in Slovak. (22 %) (44 %) (34 %)
5. I teach learners to try to remember unfamiliar 1 1 39
sounds they hear. (2 %) (2 %) (95 %)
12. I teach learners to guess the meaning from the 6 18 17
person’s tone (such as angry or happy). (15 %) (44 %) (41 %)
16. We match the sound of the new word with the 1 13 27
sound of a word I know. (2 %) (32 %) (66 %)
17. We use rhymes to remember new words. 2 19 20
(5 %) (46 %) (49 %)
Speaking
23. We make the sounds of the language until 9 2 30
learners can say them well. (22 %) (5 %) (73 %)
24. I recommend learners to imitate the way native 2 9 30
speakers talk. (5 %) (22 %) (73 %)
25. We say new expressions over to ourselves. 0 0 41
(100 %)

Tab. 1: Enhancing strategies for increasing learner’s exposition to the foreign language and
for comprehension and production of the foreign language by primary school
teachers

Speaking strategies were used more frequently by primary school English

teachers. All three strategies connected to practicing pronunciation were
regularly used by the majority of surveyed teachers. All 41 teachers claimed
to recommend their pupils to say new expressions back to themselves.
Thereby, the learners practice sounds of new expressions. 73 % of teachers
reported that they practice repeating new sounds with pupils until they can
say them correctly and recommend pupils to imitate native speakers’
speech. Additional information about the sources of the native language that
teachers used and how they taught their pupils to imitate the native speak-
ers’ speech would be interesting to find out.
Overall, listening and speaking strategies connected to pronunciation were
not used in the same proportion by primary school English teachers. Listen-
ing was not used much, only one out of five listening strategies connected to
pronunciation was regularly used by primary school English language
teachers. All listening strategies mentioned by the questionnaire should be
Pronunciation Strategies at Primary and Secondary Level of TEFL 7

used on a regular basis. The questionnaire, however, did not include any
items referring to music, except one using rhymes and we consider this to be
a weakness of the inventory.
Table 2 shows the overall results of the strategies used by secondary
school English language teachers. It reports listening and speaking strategies
which are connected to pronunciation teaching.
I do not I find it I use this
use this interesting strategy
strategy
Listening
5. We practice sounds in the target language that 2 7 54
are very different from sounds in their own lan- (3 %) (11 %) (86 %)
guage so that learners become comfortable with
them.
6. I tell the learners to look for associations between 4 20 39
the sound of a word or phrase in the new language (6 %) (32 %) (62 %)
with the sound of a familiar word.
7. We imitate the way native speakers talk. 6 5 52
(10 %) (8 %) (83 %)
8. I recommend learners to ask a native speaker 1 7 55
about unfamiliar sounds that they hear. (2 %) (11 %) (87 %)
11. We pay special attention to specific aspects of the 6 17 40
language; for example, the way the speaker pro- (10 %) (27 %) (63 %)
nounces certain sounds.
13. We listen for word and sentence stress to see 7 22 34
what native speakers emphasize when they speak. (11 %) (35 %) (54 %)
14. I teach learners to pay attention to when and 23 27 13
how long people tend to pause. (37 %) (43 %) (21 %)
15. We pay attention to the rise and fall of speech by 10 28 25
native speakers – the “music” of it. (16 %) (44 %) (40 %)
20. I teach learners to use the speakers’ tone of voice 17 34 12
as a clue to the meaning of what they are saying. (27 %) (54 %) (19 %)
30. I tell the learners to associate the sound of the 9 13 41
new word with the sound of a word that is familiar (14 %) (21 %) (65 %)
to them.
31. I tell the learners to use rhyming to remember 22 25 16
new words. (35 %) (40 %) (25 %)
Speaking
45. We practice saying new expressions to our- 3 4 56
selves. (5 %) (6 %) (89 %)

47. We think about how a native speaker might say 12 26 25

something and practice saying it that way. (19 %) (41 %) (40 %)

Tab. 2: Enhancing strategies for increasing learner’s exposition to the foreign language
and strategies for comprehension and production of the foreign language by sec-
ondary school teachers

The secondary school English language teachers reported to regularly use

three out of eleven listening strategies which are connected with pronuncia-
8 Eva Reid and Božena Horváthová

tion. A majority of 87 % of teachers claimed to recommend that learners ask

native speakers about unfamiliar sounds. It is a useful strategy, but it is not
known how often, if ever, the students have an opportunity to speak to na-
tive speakers. 86 % of teachers said that they practice the different sounds
until learners feel comfortable pronouncing them. 83 % of teachers reported
to encourage their students to imitate native speakers’ speech. Only these
three strategies supporting pronunciation through listening were chosen by
the majority of the teachers. Eight other strategies were not used much by
secondary school English teachers. The fewest teachers (19 %) encouraged
their learners to guess the meaning based on the speaker’s tone of voice, 21 %
taught learners to pay attention to pauses in speech, 25 % encouraged learn-
ers to use rhymes and 40 % advised learners to pay attention to intonation of
native speakers’ speech and 54 % of the teachers encouraged their learners to
focus attention to word and sentence stress. All the strategies that develop
suprasegmental aspects of pronunciation were underestimated by the sur-
veyed teachers. Segmental features concerning correct pronunciation of
sounds received more attention, such as looking for association between
sounds in new words and words learners were already familiar with (62 %),
paying attention to specific sounds (63 %) and associating sounds between
words (65 %).
There were only two speaking strategies in the survey, which develop
pronunciation. One of them was used regularly by 89 % of the teachers and it
recommends practicing new expressions. Only 40 % of the teachers encour-
aged their learners to think about the way native speakers say something
and practice it afterwards. There are certainly more ways of practicing pro-
nunciation in speaking, but in this survey only these two were itemised.
From the analyses shown above it is obvious that the secondary school
English language teachers, who took part in the survey, do not pay much
attention to the development of pronunciation either through listening or
speaking. When the teachers paid attention to pronunciation, it was mainly
concerning segmental aspects, whereas the suprasegmental level was un-
dervalued. Like with the questionnaire of primary school teachers, this ques-
tionnaire also failed to include music in teaching listening or speaking. Even
though it suggests imitating native speakers’ speech, rhythm and intonation
– the music of their pronunciation, it does not recommend using music in
speaking or listening.

Conclusion

The purpose of this research was to find out which foreign language strate-
gies primary and secondary English language teachers supported with the
aim to improve learners’ pronunciation through listening and speaking.
Pronunciation Strategies at Primary and Secondary Level of TEFL 9

From the complex inventory, only the strategies aimed at the development
of pronunciation through listening and speaking were used for analyses. At
both levels of education, primary and secondary, the teachers used only very
few strategies regularly for the development of pronunciation through lis-
tening and speaking. Overall, from listening strategies, which were sixteen
altogether, only four were applied by the majority of the surveyed teachers.
These strategies were targeted mainly at the segmental level of pronuncia-
tion. The support for the development of suprasegmental level was offered
only by fewer than half of the teachers, which is quite alarming as the correct
stress, rhythm and intonation of English language, helps learners to under-
stand the speech of native speakers, and to be understood. There were five
speaking strategies at primary school level altogether, from which only three
were chosen by primary school teachers and one out of the two strategies at
secondary level was implemented by the secondary school teachers. It is
apparent that the surveyed teachers did not make sufficient use of the
breadth of listening strategies in particular, which not only diminishes their
exposure to correct pronunciation, moreover it could be expected to have a
decernable impact on the acquirement and development of the students
listening skills.

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