Approaches to pronunciation teaching in the EFL/ESL classroom

Abstract

This research synthesis aimed at analyzing three pronunciation teaching approaches in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms—the intuitive-imitative, the analytic-linguistic and the integrative approaches— and their advantages and disadvantages to determine their effectiveness. Seventeen studies that examined the approaches in different contexts and with participants of different ages were gathered. Regarding the inclusion criteria, the studies had to be empirical, which helped to determine the effects of the approaches on English learners and their pronunciation improvement after receiving instruction. Additionally, the studies had to be written in English, carried out in EFL or ESL classrooms and published since the year 2000. The results of this analysis revealed that both intuitive and analytic approaches can be considered practical; however, the analytic-linguistic approach has offered more advantages and yielded better pronunciation improvements, especially for older learners. Moreover, future research on the integrative approach was suggested since there has been little research on this approach.