Why Pronunciation Teaching Should Be the Number One Priority in a Second Language Classroom

PRONUNCIATION TEACHING

A language learner/aspiring teacher’s view

by Stefan Szocs

As a second language learner, I spent 20 weeks in ELICOS classrooms in two different institutions but out of those 400 hours, only a few were spent on explicit practicing of pronunciation. Moreover, those few lessons were arguably the least efficiently spent hours during my studies. At one point the teacher planned a lesson primarily focusing on intonation of multiple-syllable English words. He planned it thoroughly, I have to admit, from the pedagogical point of view. The lesson started out with . . .

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