Teaching The Elements Of Pronunciation With Communicative Perspectives To Enhance The Speaking Skills

Résumé: This paper inquiry into the treatment of the elements of pronunciation in the EFL classroom context The aim is to shed light on what features of pronunciation are taught and the way they are taught. Moreover, this research is meant to observe whether the communicative value of pronunciation is fostered in classroom practices. An observation grid is designed in order to weight EFL teachers' performances against a set of criteria revolving ground the elements of communication. The analysis based on the outer view approach shows that teachers are not adequately trained to teach the features of pronunciation. The focus is more on form disregarding meaning and attitude. Usage prevails overuse with a complete neglect of negotiation of meaning. The pedagogy implemented is limited to the presentation of isolated items neglecting context and authenticity.

Publié dans la revue: Revue LAROS