This paper explores teaching English pronunciation and its significance in the EFL classroom. The aim of this paper is to examine the complexities of learning and teaching English Language Pronunciation among 8th grade Students. My research in English pronunciation was carried out using recent publications: books, Internet documents and research articles. Questionnaires were provided to both English teachers and students to collect vital information on the importance of teaching and learning English pronunciation. I approach this subject on the basis as an experienced teacher in continuing English Language education for 8th Grade Students. The results of this research bring better understanding of the lack of education in teaching correct English Pronunciation and how the use of technology can be used to significantly improve English pronunciation in among EFL students.
1. Introduction of Topic, Its Significance and General Research Question
Pronunciation is an important part of teaching English language. Mastering pronunciation is important to enhance communication and is essential in the acquisition of a foreign language. As a veteran EFL teacher, I have come across learners' inability to pronounce English words accurately and as a result many learners can be easily misunderstood. One of the reasons for this is that in foreign language learning, learners usually find the target language pronunciation difficult because its sounds do not always correspond to the ones found in their mother tongue language. Another reason lies in the absence of some particular sounds in the native tongue's sound inventory (Cakir & Bytar, 2014).
Abstract
1. Introduction of Topic, Its Significance and General Research Question
1.1. Definition of Pronunciation
2. Background and Literacy Review
2.1. History of Teaching English Pronunciation
2.2. Learning a Second Language
2.3. Technology and Learning Pronunciation
2.4. Features Affecting the Learning of Pronunciation
2.5. Pronunciation Exercises
2.6. Sentence Stress
2.7 Contrastive Stress
2.8. Pronunciation Instruction
2.9. Theory of the Sequence ough(t)
2.10. Action Research
3. Research Questions
4. Objectives
4.1. Methodology and Tools
4.2. Providing Pronunciation Model
4.3. Recording Students' Pronunciation Practice
4.4. Collecting and Responding to Students' Pronunciation Practice
5. Teachers' Questionnaire Responses
6. 8th Grade Students' Questionnaire Responses
6.1. Oral Activities to Improve Pronunciation in Class
6.2. Recordings
6.3. Pronunciation Errors
7. Summary Lessons and Texts
8. Ethical Considerations
8.1. Consent Forms
8.2. Confidentiality
9. Research Results
10. Discussion
11. Conclusion
12. Limitations
13. References
14. Appendix
