Exploration of Instructional Strategies for Teaching Saudi ESL/EFL Students English Pronunciation

Bibliographic Data

ID21830728
AuthorsWafa Jeza Alotaibi (King Abdulaziz University, corresponding author)
Year2024
Volume14
Issue4
Pages32
Publication date2024-06-23
Open AccessYes
TypeARTICLE
VenueInternational Journal of English Linguistics (JOURNAL)
Journal identifiersISSN: 1923-869X • E-ISSN: 1923-8703
PublisherCanadian Center of Science and Education (PUBLISHER)
DOI10.5539/ijel.v14n4p32
OpenAlexW4399983054
LanguageEN
References cited8

Teaching pronunciation empowers learners to interact and communicate confidently, and clear pronunciation is essential for intelligibility. This study aims to explore the instructional strategies for teaching English pronunciation to ESL/EFL students in Saudi Arabia. A descriptive design was adopted. Through random sampling, a total of 128 English language teachers were recruited from a university in Saudi Arabia. The data were analyzed through Mean, frequencies, and percentages. The overall results suggest a positive environment at the institution for teaching pronunciation, as it is not entirely ignored, despite exam pressure and time constraints. The teachers were willing to support the development of this language aspect. The strategies were mostly centered around behavioural methods, which included minimum pair drills, and communicative activities of discussions and dialogues, which were prescribed in the curriculum. Knowledge of articulatory functions and suprasegmental features, which are important for intelligibility, are also covered

Linguistics · Mathematics education · Pronunciation · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

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