STUDENTS AND TEACHERS PERCEPTIONS OF

THE ROLE OF PRONUNCIATION IN THE EFL

CLASSROOM

Authors Name: Isabel Crofton-Martin

Canterbury Christ Church University

British Council ELT Masters Dissertation Awards: Commendation

STUDENTS AND TEACHERS PERCEPTIONS
OF THE ROLE OF PRONUNCIATION IN THE
EFL CLASSROOM

Dissertation submitted for the degree

of Master of Arts (TESOL)

February, 2015
Acknowledgements

I would like to thank my supervisor, Richard Cullen, for the interest he has shown in
this research, his support and his valuable feedback.

I would also like to express my gratitude to my Directors of Studies for the flexibility
they have shown, enabling me to undertake this study.

This research would not have been possible without the participants involved: the
teachers from nearby schools, the students at my own school, and my colleagues - with
whom it is such a pleasure to work. Thank you all for generously giving your time and
sharing your views and experiences.

Finally, my heartfelt thanks to my wonderful family for the tremendous support they
have given me which has enabled me to complete this work.
Abstract
The aim of this dissertation is to discover more about students and teachers perceptions of
pronunciation. Specifically, it investigates attitudes towards the place of pronunciation in the EFL
classroom and examines teaching and learning goals in this area.

To gain a fuller understanding of the background of pronunciation teaching, literature on the role of
pronunciation in methodology through the 20th century is reviewed, exemplifying the changing
status of pronunciation instruction. Research into students perceptions of pronunciation learning
has increased in recent years, though only a limited number of studies focus on learners in an
English-speaking country, predominantly Canada and the USA. As yet there is still relatively little
literature on teachers perceptions of pronunciation instruction, though this is increasing and
highlights the need for further research.

This research looks at 26 teachers in three international language schools in South East England,
and 70 Pre-Intermediate Advanced students at one of these institutions. Quantitative and
qualitative methods - questionnaires, focus group discussions and interviews are used to gain a
better understanding of these students and teachers perceptions.

The findings signify that pronunciation instruction is valued by students and teachers alike.
However, beyond this there are significant differences in their perceptions, particularly with regard
to what constitutes pronunciation practice. Furthermore, while most students would like to aim for
native-like pronunciation, most teachers consider intelligibility as the main goal of pronunciation
teaching. This in turn affects the amount of error correction, which students indicate is insufficient.
Moreover, there is strong agreement among students in this research, whereas teachers responses
are more varied.

This study concludes by considering the implications of these findings for the students and teachers
in this study, for classroom practice and for the teaching profession.
Contents Page

Chapter 1: Introduction....................................................................................................................... 1
1.1 Reasons for undertaking this research ....................................................................................... 1
1.2 Aims and scope of the research ................................................................................................... 2
1.3 Overview of the dissertation ........................................................................................................ 3

Chapter 2: Literature Review .......................................................................................................... 4

2.1 The role of pronunciation instruction in language teaching methodology through the
20th century ...................................................................................................................................... 4
2.2 Changing ideas of appropriate goals and models for pronunciation ................................. 6
2.3 Students perceptions of pronunciation ..................................................................................... 9
2.4 Teachers perceptions of pronunciation .................................................................................. 12
2.5 Comparing and contrasting teachers and students perceptions ..................................... 14

Chapter 3: Research Methodology .............................................................................................. 16

3.1 Aims of the research ..................................................................................................................... 16
3.2 Research design ............................................................................................................................. 16
3.3 Research instruments.................................................................................................................... 17
3.4 Research participants and sampling procedures ................................................................... 19
3.5 Ethical Considerations ................................................................................................................. 20
3.6 Research procedure ....................................................................................................................... 20
3.7 Data analysis ................................................................................................................................... 22

Chapter 4: Findings and Discussion ............................................................................................ 23

4.1 Data from the students questionnaires ................................................................................... 23
4.1.1 Perceptions of the value of pronunciation practice ....................................................... 24
4.1.2 Classroom experience of pronunciation practice ........................................................... 24
4.1.3 Students pronunciation goals .................................................................................. 25
4.2 Data from the teachers questionnaires ................................................................................... 27
4.2.1 Teachers perceptions of the value of pronunciation practice ................................. 28
4.2.2 Classroom experience of pronunciation practice ..................................................... 28
4.2.3 Teachers goals in teaching pronunciation .............................................................. 29
4.3 Focus Groups .................................................................................................................................. 31
4.3.1 The value of pronunciation practice ................................................................................ 31
4.3.2 Students classroom experience and expectations ......................................................... 32
4.3.2.1 Attitudes to correction ........................................................................................... 34
 4.3.3 Students pronunciation goals .......................................................................................... 35
4.4 Teacher interviews ........................................................................................................................ 36
4.4.1 The value of pronunciation practice ................................................................................ 36
4.4.2 Classroom experience ........................................................................................................ 37
4.4.2.1 Perceptions of pronunciation and of students attitudes .................................. 39
4.4.3 Goals and correction .......................................................................................................... 40

Chapter 5: Implications and Conclusion .................................................................................. 42

5.1 Outcomes from the Research Questions .................................................................................42
5.1.1 What are students perceptions of the place of pronunciation in the EFL classroom?
............................................................................................................................................... 42
5.1.2 What are teachers perceptions of the place of pronunciation in the EFL classroom?
............................................................................................................................................... 42
5.1.3 Are there any significant similarities or differences between students and teachers
perceptions? ........................................................................................................................ 43
5.2 Implications of the research........................................................................................................ 44
5.2.1 Implications for teachers and students in this research ................................................ 44
5.2.2 Implications for classroom practice ................................................................................. 44
5.2.3 Implications for the teaching profession ......................................................................... 44
5.3 Suggestions for further research ................................................................................................ 45
5.3.1 Perceptions versus practice ............................................................................................... 45
5.3.2 Pronunciation goals ........................................................................................................... 45
5.3.3 Factors which affect perceptions of pronunciation practice ........................................ 45
5.4 Conclusion ......................................................................................................................................46
Bibliography ..................................................................................................................................... 47
Appendix 1: Student Questionnaire............................................................................................... 51
Appendix 2: Teacher Questionnaire .............................................................................................. 53
Appendix 3: Questions and prompts for Focus Groups.............................................................. 55
Appendix 4: Interview Guide ......................................................................................................... 56
Appendix 5: Consent Form ............................................................................................................ 57
Appendix 6: Results from Student Questionnaires ..................................................................... 58
Appendix 7: Results from Teacher Questionnaires ..................................................................... 59
Appendix 8: Excerpt of transcript from Focus Group Discussion ............................................ 60
Appendix 9: Sample transcription of Teacher Interviews Teacher A ................................... 65
Chapter 1
Introduction

Pronunciation is an area of English language learning which seems to provoke mixed reactions among

teachers and students. Therefore, this dissertation aims to discover more about students and teachers

perceptions of the role of pronunciation in the adult EFL1 classroom.

1.1 Reasons for undertaking this research

My own interest in this area has arisen from my experience of working with adult learners in a private

language school in South East England. I have never had much difficulty perceiving phonological

patterns, and enjoyed incorporating pronunciation activities in classes when I was first teaching.

However, I have noticed more recently that I tend to hold these back to use if there is enough time. This

is, in part, a response to the mixed opinions students have expressed regarding pronunciation. While

many seem keen to learn more, many others have commented that it is pointless or a waste of time.

Moreover, I have noticed among my colleagues that some enjoy focusing explicitly on pronunciation in

the classroom, while others avoid it if possible. Some of them have referred to the fact that while they

recognise the benefits of pronunciation work, they worry about including it. Perhaps reasons for this

may be easily surmised: pronunciation does seem to be a more ambiguous area than, for example, lexis

(Scrivener, 2005:284). Pronunciation teaching requires recognition of phonological elements which not

all listeners have. Teachers must not only be able to perceive certain sounds or intonation patterns

themselves, but illustrate these to learners who may not be able to recognise them easily. However, it

sometimes seems as if there is an additional fear factor in pronunciation teaching. As Underhill (2012)

put it: students are not really afraid of pronunciation until they meet their teachers. This area seems to

be a worry for both native and non-native speaker teachers.

1
EFL English as a Foreign Language, used throughout this dissertation to represent English learnt by students from
different language backgrounds at an International School in an English-speaking country.
1
1.2 Aims and scope of the research

With the development of the Communicative Approach, the importance of pronunciation has been

recognised in academic literature (for example, Brinton, 2012). However, it is not clear how it is

approached in practice (Ur, 2012:129) and the extent to which pronunciation has been explicitly dealt

with and integrated seems to have depended to some extent upon the teacher (Celce-Murcia et al.,

2010:8). Therefore this research aims to gain a better understanding of those teachers perceptions of the

place of pronunciation in their classrooms.

In addition, it seeks to examine students attitudes towards pronunciation and its perceived role in

English language learning. These students come to study English at international schools in the UK

from a variety of different countries and may stay as long as their student visas (if required) allow.

Whilst the students have many different reasons for studying English, most plan to study in Higher

Education institutions in the UK. In the language school, they study general English from Elementary

to Advanced level and it is this context which will form the parameters for this dissertation.

Finally, the views of teachers and students will be compared in order to discover whether their

perceptions are consistent with each other. Areas discussed will include whether these students and

teachers value an overt focus on pronunciation, how they feel about learning/teaching pronunciation and

what their goals are in this area.

Thus my research questions for this dissertation are:

1. What are students perceptions of the place of pronunciation in the EFL classroom?

2. What are teachers perceptions of the place of pronunciation in the EFL classroom?

3. Are there any significant similarities or differences between students and teachers perceptions?

It is hoped that the outcome of this research will improve our understanding of students experiences

and attitudes towards pronunciation which may, in turn, have an effect on teachers approaches to

classroom practice. In discovering more about teachers opinions and experiences of pronunciation

teaching, this research may also have implications for teacher training and development.

2
1.3 Overview of the dissertation
Following this introductory chapter, I will review literature on the changing role of pronunciation within

language teaching over the last century and its current status in academic research; teachers perceptions

of the role of pronunciation; and students perceptions of pronunciation practice. The methodology for

this piece of research will then be detailed in chapter 3 and, following its implementation, the findings

will be presented and discussed in chapter 4. Finally, chapter 5 offers conclusions based on the research

findings and suggests areas for future research.

3
Chapter 2
Literature Review

In this chapter I shall start by reviewing the role of pronunciation in language teaching methodology

over the last century. I shall then look at how the shifting role of pronunciation has affected

pronunciation goals in teaching. Following this, I shall turn to perceptions, exploring and critiquing

the research into students and teachers views on pronunciation.

2.1 The role of pronunciation instruction in language teaching methodology through

the 20th century
As approaches to, and methods of, teaching language have changed over the last century, so has the role

of pronunciation within the field. The importance attached to pronunciation instruction by academic

researchers has swung between extremes and consequently so has the place it has been given in the EFL

Classroom. Moving away from the Grammar Translation Method of the 19th -20th Century (with no

overt focus on pronunciation), phonology was given greater prominence in language teaching in the

Direct Method, and later, in Audiolingualism in the 1950s and 60s (Richards & Rodgers, 2001:58 &

59). Although not dealt with systematically at first during the era of the Direct Method, the importance

of pronunciation became more noticeable with the rise in the study of phonetics and use of the

International Phonetic Alphabet (Richards & Rodgers, 2001:9). In Audiolingualism, which involved

imitation of the teacher model, pronunciation was taught explicitly from the start (Celce-Murcia et al.,

1996:3). The focus of language teaching was on accuracy and thus any deviation from the teachers

model of pronunciation was considered an error (Brinton, 2012:246).

In the 1970s and 80s, methods such as The Silent Way and Community Language Learning, while

revolutionary in respect of minimising teacher-led input, still held to the beliefs of the Direct Method

and Audiolingualism regarding the necessity of accurate pronunciation measured according to the

teachers model (Richards & Rodgers, 2001:88). Therefore, although the methods of dealing with

pronunciation might have changed, it was still considered an important element of language learning

and teaching.

4
This belief shifted significantly with the introduction of the Communicative Approach, which

emphasised the need to use language in meaningful contexts (Ibid.:161). This approach seemed initially

to marginalise the role of pronunciation teaching due to the priority given to the communication of a

message rather than accuracy. Meanwhile, ideas of a Natural Approach to language learning, notably

championed by Krashen in the 1970s and 1980s, proposed that language, including the element of

pronunciation, could only be acquired, rather than learned (Krashen, 1982). Thus pronunciation did

not have much support in academic literature at this time. Furthermore, as Jones (2002:179) highlights,

the currency of these ideas can be seen in the stark provision of pronunciation activities in language

materials of the time.

The move away from explicit pronunciation instruction is highlighted in Brintons (2012:247) summary

table of the focus on pronunciation teaching through the last century.

Grammar Translation (1840s-1940s) No focus on pronunciation

Direct Method and other Naturalistic Pronunciation taught via imitation and repetition
Approaches
Linguistic Approaches
Reform Movement (~ 1890s-1920s) Use of a phonetic alphabet, saggital diagrams,
tongue twisters, and minimal pair drills; primary
Audiolingualism (~1940s-1960s) emphasis on segmentals
Communicative Approaches
1970s Little or no overt focus on pronunciation
1980s Primary focus on suprasegmentals
1990s and beyond Balanced focus on segmentals and suprasegmentals

Table 2.1 Summary of the importance placed on pronunciation in selected methods (Brinton, 2012)

The table illustrates that pronunciation was not overtly focused on in the early stages of Communicative

Language Teaching (CLT) in the 1970s, but was viewed as increasingly important in the 1980s,

including prioritising suprasegmentals (though consequently underestimating the significance of

segmentals). This changed emphasis was, in part, due to the value of research by authors such as

Pennington and Richards (1986), who called for more attention to be given to the prosodic features of

pronunciation which affect communication. Thus, as CLT evolved, pronunciation came once again to

the fore due to its fundamental role in communication.

5
These pedagogical changes which occurred through the early decades of CLT, consequently affected

pronunciation instruction, as detailed by Morley (1991). As research, and indeed practice, concentrated

more on communicative rather than linguistic competence; on the functions of language as well as its

forms; on language at discourse-level as well as sentence-level; and on students and student-centred

classrooms, rather than teachers and teacher-centred instruction, pronunciation once more became a

valuable aspect of language learning, now placed in its communicative context. Thus the

Communicative Approach engendered a deeper shift in the way researchers in the field viewed

pronunciation and this became increasingly evident in the ensuing discussion of the goals of

pronunciation instruction.

However, what is less clear is the extent to which this altered thinking affected practice. Morley (1991),

Kenworthy (1987), Pennington and Richards (1986), among others, all suggest ways of teaching

pronunciation meaningfully, thus showing the renewed interest in phonology as an important element of

language learning. However, there seems to be relatively little evidence to show whether this is carried

through into the classroom. Morley (1991:481) indicated that practice does not always follow theory.

Along with researchers such as Foote et al. (2011), Celce-Murcia et al. (2010:8), have stated that the

extent to which pronunciation has been explicitly focused on and integrated seems to have depended

upon the teacher. Therefore it seems that, according to the academic literature at least, pronunciation

was once more valued together with vocabulary and grammar, as well as language skills development

(Ibid.; Harmer, 2007:248). However, the extent to which this is reflected in classroom practice seems

more questionable. This is highlighted in research carried out by Breitkreutz et al. (2001), Derwing and

Munro (2005), and Gilbert (2010), all of whom note a continued lack of integration of pronunciation in

classroom teaching.

2.2 Changing ideas of appropriate goals and models for pronunciation

With the evolution of communicative pedagogy came an increased awareness of the need to re-evaluate

the goals of pronunciation instruction. Enforcement of a native speaker model, as has been illustrated,

has not been viewed as an appropriate goal of pronunciation instruction since the emergence of the

Communicative Approach in the 1970s. Furthermore, it has been pointed out that, as language is so

6
diverse, even among native speakers, the concept of a native speaker model is indefinable (for

example, Morley, 1991 and Pennington, 1996).

In 1987, Kenworthy (1987:3) highlighted the need for comfortable intelligibility, i.e., helping learners

to communicate effectively, without placing undue strain on the listener. While Kenworthy does not

explicitly state what constitutes intelligible pronunciation, she does refer to examples of pronunciation

features which may cause communication breakdown. Furthermore, and arguably more significantly,

she points out that different contexts of learning English affect, not only the goals of pronunciation

instruction, but also the relative likelihood of comprehension between speakers and listeners

(Kenworthy, 1987:15-16).

If the notion of intelligibility is accepted as an appropriate goal for pronunciation instruction, it

becomes necessary to analyse features of pronunciation which affect successful communication. In

1986, Pennington and Richards stressed the influence of voice setting and prosody on meaning and thus

the importance of including this in explicit pronunciation instruction. Although this article was at the

forefront of the development of teaching pronunciation in a communicative context at discourse-level

and focusing on suprasegmental elements, it does not explicitly deal with the learning context. As

Kenworthy (1987), Morley, (1991), and Timmis (2002), among others, have pointed out, it is essential

to provide an appropriate goal for pronunciation instruction according to the learners needs. Thus it is

necessary to consider who the learners are, their reasons for learning and the context in which they will

use English (including who they need to understand, as well as by whom they must be understood.)

This prompts an interesting question as to who should set the learning goals. The argument above does

not assume intelligibility must be the only goal of pronunciation instruction, but suggests further

considerations if it is. Kenworthy (1987:4), while highlighting the need to take account of varying

contexts of learning and using English, does refer to the teachers setting goals for the students. Of

course, teachers do need to decide what to include in a lesson and how to integrate it, but this does not

mean to say that the teacher should set the learners goal of pronunciation. Therefore, while the

communicative era brought about a change in thinking which took greater account of learner needs, it

appears that it was still for the teacher to determine the learning goals.

7
Alongside these pedagogical developments, political, economic and social changes on the global stage

through the twentieth century have had significant effects on the field of English language teaching. In

2003, David Crystal (2003:14) referred to the changes in language and in global communication as

unprecedented. Even in 1991, Morley (1991:482) talked of a population explosion of English

language students, especially as adults. These worldwide changes affected the use of English

internationally and thus catalysed a reassessment of the goals of English language teaching and which

models and variety to teach.

Non-native speakers of English far outnumber native English speakers, as has been highlighted by

Kachru (1988 cited in Crystal, 2003:61) and Crystal (2003:67-8), among others. The unprecedented

growth in the use of English for communication between non-native speakers has resulted in significant

language diversity in different countries and regions. This in turn has prompted calls for official

recognition of a different variety of English to be taught from that used by native speakers, known as

English as a Lingua Franca (ELF) (Jenkins, 2000; 2003; 2007).

The proponents of ELF, such as Jenkins (2000) Seidlhofer (2001), and Walker (2010), suggest this

variety of English being taught in contexts where the main use of English is for interaction between

non-native speakers. The main discrepancy between this variety of English and native speaker models

(though not in fact spoken by all native speakers) is in the field of pronunciation. It has been argued that

British English, among other examples of English as a Native Language (Jenkins,2007:1), is not

always intelligible for learners and therefore may not be the most appropriate model to provide (for

example, Walker, 2010:17, Ur, 2012:128).

One of the main goals of ELF is mutual intelligibility (Walker, 2010:20), which is of course a

necessary criterion of successful communication. However, it is limited as an objective of language

teaching. It has been argued that ELF does not allow learners even to aim for, let alone achieve, native-

like pronunciation (for example, Timmis, 2002). Whether this goal is perceived as attainable or even

desirable is not the main concern here, but whether or not learners should be able to choose this as their

aim. Jenkins, among others, has emphasised the need for learner choice (Jenkins, 2004, cited in Walker,

2010:55). While this is of course important, it can then become problematic in terms of choosing a

8
variety of English to learn. Electing to learn ELF, or any language, is directly related to the reasons and

context for learning. However, while a learning context may be static, learners are not. That is to say, a

learner choosing to adopt ELF with the aim of communicating with other non-native speakers in a non-

native speaker environment may later encounter difficulties if faced with the need to study or work in an

English speaking country requiring proficiency in a different variety of English. With regard to

pronunciation specifically, this could involve not only difficulty in making oneself understood, but also

in understanding the speaker. As Radjadurai (2007, cited in Walker, 2010:18) points out, listening is not

passive, but an active process. Thus, learners need an understanding of pronunciation to process and

comprehend what they hear (Scrivener, 2005:294).

Whether regarded as necessary, helpful or otherwise, adults continue to come to the UK (and other

English-speaking countries) to study English, which is the context for this research. Therefore, while it

is important that neither native speaker nor non-native speaker models should be undervalued, what

students will hear, and consequently need to understand, is a variety of native speaker English in the

UK.

In terms of production, it has been argued that native-like pronunciation is unattainable for the majority

of adult learners and thus could have a detrimental effect on learning, due to the negative impact it could

have on learners (and teachers) motivation (for example, Morley, 1991). Others, such as Kenworthy

(1987), Crystal (1988) and Dalton and Seidlhofer (1994) have not so much emphasised that

achievement of native-like pronunciation is impossible, but that accent is so bound up in a persons

identity, that many learners are reluctant to modify their pronunciation. However, there seems to be little

evidence of this among students coming to study in English-speaking countries, a view supported by

Levis (2005:370).

2.3 Students perceptions of pronunciation

Over the course of the last two decades, the role of learners beliefs and attitudes in language learning

and teaching has been perceived as increasingly significant. It is frequently asserted that teachers should

teach according to the needs of their students (e.g. Morley, 1991; Pennington, 1996; Scrivener, 2005).

Jenkins (2000) and Walker (2010) for example, agree that in ELF, the learners needs are central.

9
Jenkins (2000) proposes that a local variety of English should be taught rather than a native speaker

model, if learners require English for international communication with non-native speakers. Likewise,

in an EFL setting, teachers need to understand their students motivation and learning objectives. This is

particularly true of adult learners who have come to an English-speaking country to study and are

therefore likely to have important reasons for doing so. As Harmer (2007:84-5) points out, adult learners

have expectations and pre-conceived ideas based on previous learning. Therefore, as highlighted by

writers such as Harmer (2007:24) and Brown (2009:58), it is important for teachers to gain a deeper

insight into their learners beliefs and needs. It is clearly beneficial for teachers to better understand their

students previous learning, motivation and objectives as well as attitudes towards and perceptions of

language and language learning, in order to inform classroom practice. Furthermore, there is evidence to

suggest that learners own beliefs may affect their success in language acquisition (Cenoz and Garcia

Lecumberri, 1999:5; Brown, 2009).

Consequently, research into students perceptions and beliefs has increased in recent years. However, as

Simon and Taverniers (2011) and Mller (2011) state, research into these beliefs in relation to

pronunciation is still quite rare. Nevertheless, there have been various studies, particularly during the

last decade, which attempt to deal with this gap in the literature. In 1999, Cenoz and Garcia Lecumberri

carried out research among students at the University of the Basque Country and found that while all

participants seemed to find English pronunciation (including a variety of accents and models) difficult,

they also felt it was important (1999:3). Derwing and Rossiter (2002) researched learners perceptions

of their language needs with relation to pronunciation (in an ESL 2 setting in Canada), finding that 55%

of participants in the study felt that pronunciation constituted a significant problem for them and that

90% would undertake a specialist pronunciation programme if it were available. Other studies have also

found that students seem to value the teaching of pronunciation. Tergujeff (2013), in a study carried out

in Finland, found that students with a higher level of English (upper secondary 15-16 year olds)

wanted more pronunciation teaching. In these studies the desire for more pronunciation teaching and

recognition of its importance to participants seems clear. About half of the research in this area

2
ESL English as a Second Language, used in Canadian and American research in this chapter in the same way that
EFL is used through this dissertation
10
investigates the opinions of students learning English in an English speaking country. Most of these

constitute a series of investigations by the same group of researchers in Canada, with one study looking

at the UK. It would therefore be useful to carry out further research into the perceptions of those who

choose to study in the UK as it is still a popular destination for English language students. In 2011,

Mller explored how the study abroad context has a significant effect on the acquisition of

pronunciation. Accordingly, Simon and Taverniers (2011) found that the participants in their research

felt that studying in an English-speaking country would have the most beneficial effect on learning

pronunciation.

This in turn raises the question of which model of English to provide and teach to such students. The

debate regarding native speaker and non-native speaker models has burgeoned in the last 15 years with

the growth of English around the world. The ELF argument and proposal of a Lingua Franca Core

(Jenkins 2000) highlights this. The main features included in Jenkins Lingua Franca Core (LFC) are:

consonant clusters, tonic stress and segmental sounds. Notably, the LFC does not include weak forms,

features of connected speech, sentence stress, word stress or intonation, since these are not considered

necessary for intelligibility between non-native speakers (Jenkins 2007:23-4). However, students

choosing to study in the UK will hear native speakers, most of whom are entirely unaware of the

concept of a separate variety of English as a Lingua Franca, let alone the LFC. In addition, few such

students are likely to be aware of it. As some researchers, such as Mller (2011:18) imply, the

nativeness principle is often ingrained in learners ideas and may be hard to alter. Yet as Timmis

(2002:249) questions, how far should teachers seek to change their students beliefs?

Whilst intelligibility has become the generally agreed goal of pronunciation teaching (for example,

Kenworthy, 1987; Morley, 1991; Jenkins, 2000; Celce-Murcia et al., 2010; Brinton, 2012) recent

research (for example, Timmis, 2002; Simon and Taverniers, 2011; Tergujeff, 2013) has highlighted

that many students still perceive native speaker-like pronunciation as an ideal goal. However, it has also

been indicated that alternative models are often adopted as more practical, achievable alternatives

(Subtirelu, 2013). In these investigations, the authors seem to use this to demonstrate that intelligibility

is the goal of pronunciation teaching. For example, Tergujeff (2013:84) noted that the majority of

11
learners in her study reported fluency and intelligibility as their main goals in English pronunciation.

However, she then comments that any reference which participants made to native-like pronunciation

appeared to be wishful thinking (Ibid.:84). Similarly, Subtirelu (2013:279) indicates that in the course

of his research, learners goals changed over time and with more exposure to the target language, opting

initially for native-like pronunciation and later for an alternative model. However, the interviews in his

research highlight that this change resulted from pessimism about attaining their true goal, rather than a

decisive shift of desired objective (Ibid.:281). If students perceive native speaker-like pronunciation as

their ideal, this could be considered their true goal, in the sense of the ultimate place they would like to

reach, even if they do not see it as viable. It might therefore follow that this should act as a frame of

reference for the teacher, whose responsibility is arguably to help them to progress towards their ideal.

If students are made aware of the difficulty, even potential impossibility of attaining such an objective,

and understand that no two people have the same pronunciation, they can still be encouraged to aim for

this, using their own variant of this model to express their unique identity.

Other researchers, such as Morley (1991) argue that aiming for native-like pronunciation can be de-

motivating and thus counterproductive. Therefore, it would be useful to investigate what students

coming to an English speaking country regard as important. This may, however, assume homogeneity of

student ideals and perceptions. Of course students will vary for a range of reasons. Even students with

similar motivation and reasons for study, comparable learning and language backgrounds and common

areas of profession or academic interest may differ in their perceptions simply due to the diversity of

human nature. Furthermore, as Subtirelu (2013) highlights, learners preferences are incredibly complex

and even contradictory, and thus may vary even for an individual learner. While this needs to be taken

into account when researching students opinions, it should not be considered a limitation, but simply a

variable of the research, just as it is a variable of day-to-day classroom teaching.

2.4 Teachers perceptions of pronunciation

As attitudes towards, and perceptions of, teaching pronunciation have shifted over the last two decades,

it seems to have gained prominence in academic literature, yet how far this change translates into

practice is questionable. Many writers, including Celce-Murcia et al. (2010) and Gilbert (2010) have

commented on the fact that pronunciation work still seems to be viewed as a supplementary rather than
12
an integral language skill. There may be several reasons for this and some of them may be determined

by investigating teachers beliefs and attitudes towards pronunciation teaching. Baker (2011) undertook

some research to investigate teacher cognition relating to the teaching of pronunciation. Most of the

participants had undertaken formal pronunciation training and were regular subscribers to a teaching

journal (Baker, 2011:270-271). Therefore, although the research provided useful insights into teacher

attitudes towards pronunciation teaching, the sample seemed oriented towards a special interest in

pronunciation. Thus it would be useful to research further whether teachers generally value an emphasis

on pronunciation teaching and if so, to what extent and what the goals of such teaching should be.

Whilst intelligibility is frequently cited as the ideal goal of pronunciation teaching (Kenworthy, 1987;

Morley, 1991; Celce-Murcia et al., 2010), as Macdonald (2002:8) points out, intelligibility can be

subjective. Derwing and Munro (2005:385) draw a distinction between intelligibility - which they

define as the extent to which a listener actually understands an utterance, - comprehensibility, by

which they mean a listeners perception of how difficult it is to understand the utterance or message, and

accentedness describing a listeners perception of how much an L23 accent differs from the variety of

English commonly spoken in the community and it would be interesting to find out how teachers

measure intelligibility.

Macdonald (2002) is often cited in the, admittedly scant, literature on teachers views of pronunciation.

His research, among teachers in Australia on ELICOS (English Language Intensive Courses for

Overseas Students) and migrant programmes, worked on the premise that teachers were taken out of

their comfort zone when teaching pronunciation and he investigated reasons for this reluctance. The

reasons cited by teachers were lack of formal curricula which in turn made integration of pronunciation

difficult since it was not a central element of teaching; the lack of a framework for assessment; the

uncertainty of how much to monitor and when/what to correct; and a lack of appropriate training

(Macdonald, 2002:6-7).

Given these factors, it is of course understandable that teachers may lack confidence when teaching

pronunciation, which, a decade later, still seems to be the case (Gilbert, 2010; Baker, 2011; Brinton,

3
L2 refers to a learners second language or language that is not the mother tongue
13
2012:255). In Bakers research among six ESL teachers on various ESL programmes in the USA, it

transpired that other difficulties for teachers included the lack of time available to devote to

pronunciation teaching and, due to a lack of materials, of translating theory into practice through

effective activities (Baker, 2011:286). In addition, many experts, such as Underhill (2005:75), note the

difficulty of teaching prosodic features due to their intangibility and a consequent lack of confidence

among teachers to deal with this area.

A further problem that has been mentioned in the literature (for example, Burgess and Spencer, 2000;

Derwing and Rossiter, 2002) is more specific to the EFL context: teachers have commented on the

difficulty of helping learners with pronunciation when faced with a classroom full of students from

different language backgrounds and with different needs.

Another element to be considered is the nature of classroom practice. The basic question, which relates

to the goals of pronunciation teaching, is simply what to teach. Burgess and Spencer (2000:193)

highlighted some of the difficulties teachers faced when dealing with pronunciation. These included

selecting relevant features of pronunciation to focus on, the ordering of these features, awareness of the

amount of detail required, and the most effective methods to help students progress. As has been

mentioned, integration of pronunciation in both a communicative framework and with other skills in a

lesson is, in the opinion of many practitioners, difficult (Burgess and Spencer, 2000). Thus it would be

interesting to discover whether teachers feel pronunciation ought to be integrated and if so, how this

could be achieved. Currently, it seems that little has changed in the last decade with respect to

pronunciation teaching, even though materials writers have made a greater effort to integrate

pronunciation (Gilbert, 2010). Therefore, it is worth investigating teachers perceptions of pronunciation

in the classroom, how they feel about trying to implement pronunciation practice, and how they feel

such practice relates to the students in front of them.

2.5 Comparing and contrasting teachers and students perceptions

It has become increasingly clear through this chapter, that it is quite difficult to separate teacher and

student attitudes when considering the role of pronunciation in the EFL classroom. If teachers try to

teach in accordance with learners needs, it follows that students perceptions have an effect on

14
classroom practice. Macdonald (2002:3) suggests that both teachers and students see some value in

pronunciation although the extent of this is likely to depend on the learning context and a multiplicity of

other factors. Therefore, if teachers feel uncomfortable with the teaching of pronunciation, they may

avoid an explicit focus on it, or if they undervalue the need for pronunciation instruction, they might

assume their students do not view it as particularly important.

As has been established, there is now no theoretical justification for dismissing pronunciation as an

unimportant extra relating to language learning (Pennington and Richards, 1986; Morley, 1991;

Underhill, 2005; Brinton, 2012). Therefore, in order to better understand if and why pronunciation still

seems to be marginalised in the EFL classroom, it is necessary to understand teachers and students

perceptions. As Brown (2009) and Simon and Taverniers (2011) highlight, the two are often noticeably

different. Furthermore, as Brown (2009:57) points out, there has been very limited research into this

area and so it would be beneficial to investigate and compare students and teachers beliefs regarding

the usefulness and implementation of pronunciation.

15
Chapter 3
Research Methodology

3.1 Aims of the research

The aim of this research is to gain a deeper insight into teachers and adult students perceptions of the

role of pronunciation in the EFL classroom in the UK and is guided by the following research questions:

1) What are students perceptions of the place of pronunciation in the EFL classroom?

2) What are teachers perceptions of the place of pronunciation in the EFL classroom?

3) Are there any significant similarities or differences between students and teachers
perceptions?

By increasing our awareness of these areas, the outcomes of this research may aid teachers

understanding of students expectations and learning goals and in turn, affect classroom practice.

3.2 Research design

Although quantitative and qualitative research have traditionally been regarded as opposing schools of

thought, numerous authors, such as Drnyei (2007), Creswell (2014) and Cohen et al. (2011), have

commented that the two should be regarded on a continuum. Creswell (2008:46) points out that

quantitative research can include a qualitative element and vice versa. Creswell and Plano Clark (2007)

set out distinct research designs for mixed methods research. Their rationale is that mixed methods

research provides strengths that offset the weaknesses of both quantitative and qualitative research, that

it provides more comprehensive evidence for studying a research problem than either quantitative or

qualitative research alone and that it helps answer questions that cannot be answered by qualitative or

quantitative approaches alone (Creswell and Plano Clark:9).

However, they are very specific about the research designs permitted within mixed methods research,

stating that rigorous, high quality studies result from well-designed research procedures (Creswell and

Plano Clark, 2007:73) and that simply using quantitative and qualitative methods without mixing the

data itself is simply a collection of multiple methods (Ibid.:83). Whether seen as a mixed method

design, or a primarily quantitative or qualitative design which includes an element of the other type of

16
research, it is clear that quantitative and qualitative research can complement each other, as highlighted

by McDonough & McDonough (1997), Wallace (1998), Drnyei (2007) and Bell (2010).

In this research, quantitative investigation will help to provide a reasonably broad understanding of

students and teachers perceptions. However, in order to gain a deeper understanding of individuals

perceptions and to avoid simplistic over-generalisations or the assumption of homogeneity, qualitative

research will also be utilised. Purists, defined by Creswell and Plano Clark (2007:15) as those who

could not mix paradigms and thus will not mix methods, may see this as unfavourable. However, in this

research it facilitates both depth and breadth of understanding. Creswell and Plano Clark define this as

an explanatory design (Ibid.:72-3) using triangulation to enhance survey findings (Ibid.:64) to

increase their validity. This study is therefore underpinned by a pragmatic worldview, as it is practice-

oriented and is pluralistic, combining quantitative and qualitative data to address research questions

(Ibid.:23-24, Drnyei, 2007:30).

3.3 Research instruments

The emphasis of this research is on gaining insight into students and teachers experiences and

perceptions of classroom pronunciation practice. To ascertain more about the range of perspectives,

questionnaires were given out to students and teachers with different questions for each group

(Appendices 1 and 2). Questionnaires are an efficient and effective means of achieving an insight into a

number of viewpoints, potentially discovering patterns or contrasts. The questionnaire was designed

using a Likert scale format. The statements were formulated based on the research questions themselves,

and ideas which had developed from reading relevant literature relating to goals and identity. They

dealt with the importance of pronunciation, perceptions of classroom practice and the time spent on it,

as well as teaching and learning goals. Most statements required respondents to select one of five

categories from strongly agree strongly disagree; the one which dealt with time spent on

pronunciation offered a choice from every lesson never and an a or b question asked whether

goals related to intelligibility or native speaker-like pronunciation. Space was available after each

question to expand on any answers or add reflections or other comments. Questions to provide an

understanding of the demographic were also asked, the aim of which was to investigate potential factors

17
influencing students beliefs. However, it was soon realised that this was too broad a focus and beyond

the scope of this dissertation.

Focus groups and interviews were used to discover more about individuals opinions. Focus groups

were chosen rather than one-to-one interviews with the students, partly due to the increased amount of

data they could yield within a given timeframe and because they could provide in-depth data prompted

by group interaction (Creswell, 2008:226; Cohen et al.:436). Discussion questions and prompts were

devised (Appendix 3), building on findings from the questionnaires. As Drnyei (2007:144) observes, a

focus group is based on the collective experience of group brainstorming, that is, participants thinking

together, inspiring and challenging each other, and reacting to the emerging issues and points.

Furthermore, it is likely to put students at their ease. This is important since, in interviewing students

from my own place of work, a one-to-one interview may to them feel more like an assessment of their

spoken English, even with the purpose of the research made clear.

Silverman seems sceptical about the use of interviews to establish peoples perceptions (2006:45 &

146), suggesting that it is simplistic to assume a one-to-one relationship between perception and

experience, citing Byrne (2004:182 in Silverman, 2006:117) that you cannot access what is in

someones head. However, this is the case in any research requiring introspection of participants and it

is difficult to see that another method would necessarily be more appropriate. Interviews were selected

as a relevant method for investigating teachers opinions because, as Cohen et al. (2001), Richards

(2003), Drnyei (2007), Creswell (2008) and Bell (2010) all point out, it allows the researcher to

explore complexities, and gain more in-depth data as respondents voice their thoughts and

interpretations. This method also seemed preferential to case studies, which would make it very difficult

to compare similarities and differences between students and teachers. Specifically, semi-structured

interviews were chosen because they allow flexibility, as highlighted by Nunan (1992:149-50) and

McDonough & McDonough (1997:183). Thus while the interviewer can introduce topics and ideas

pertinent to the research, the interviewee has the flexibility to change the direction of the interview and

add information. An interview guide (Richards, 2003:69) was designed, which included further

discussion prompts, based on themes emerging from the questionnaire responses (see Appendix 4).

18
3.4 Research participants and sampling procedures
The research participants were selected in different ways for the different parts of the study. Students

were selected using partially purposeful sampling (Drnyei, 2007:99), that is, utilising convenience

sampling which Wagner (in Paltridge and Phakiti, 2010:25) describes as using those the researcher has

access to (i.e. students from the school where I work), but also considering students level of English.

In a school with 9 classes ranging from Elementary Upper Intermediate/Advanced, 70 students from

Pre-Intermediate and above completed the questionnaire. This ensured that the language used on the

questionnaire, already graded as carefully as possible, did not pose a barrier for students. The students

principally come from Europe, the Middle East and the Far East and may stay for any length of time

from 1 week. However, most students are 18-25 years old and plan to undertake further study in Higher

Education in the UK.

The teachers who completed questionnaires were selected using convenience sampling. In order to gain

as full an understanding as possible, questionnaires were given to all general English EFL teachers in

my own place of work (14) as well as at two other similar schools in the city (11) with the same

teaching context. This is important to maintain the validity of the study, or its credibility as Brown and

Rodgers (2002:242) refer to it. Although a relatively small sample, this reflects the smaller population

(compared with student numbers).

Focus group students were selected based on level and confidence to speak. Bloor et al. (2001:7 & 22)

as well as Creswell (2008:226) point out that when carrying out focus group research, it is useful to

select respondents from pre-existing social groups who have sufficiently different (though not

dichotomous) opinions. Therefore, 12 respondents from the same classes and/or friendship groups, from

a variety of different cultural backgrounds were selected. An Intermediate group consisted of 2 male

and 4 female students - 1 Italian, 1 Arabic, 1 Thai, 1 Chinese and 2 Japanese; and an Upper-

Intermediate/Advanced group, all of whom were female, comprised 1 Japanese, 1 Korean, 1 Angolan

and 3 Spanish students.

19
The teachers were again selected using convenience sampling. As Silverman (2006:20) explains,

authenticity is often prioritised over sampling issues in qualitative research due to its exploratory nature.

To get the richest data possible, teachers of different levels, with varying amounts of experience were

selected for interview. Although ideally, teachers with different attitudes towards pronunciation would

be selected, this could not be guaranteed as the previously completed questionnaires were anonymous.

3.5 Ethical Considerations

Permission was sought from Directors of Studies and teachers to give out questionnaires in classes.

Although the offer of personally explaining the questionnaire and the purpose of the research was made,

all the teachers preferred to administer the questionnaire themselves. To minimise any threat to

confidentiality and reliability, written instructions were given to each teacher, explaining the purpose.

Every teacher was aware of the need to ensure students understood, but not to look at any student

responses. All questionnaires were taken from and put back into a plain brown envelope and students

were assured of anonymity and that their teachers would not see the information. Overall this approach

seemed advantageous as the teachers, who already have rapport with their students and an understanding

of their ability, were able to explain and administer the questionnaire appropriately.

Likewise, permission was obtained from Directors of Studies at the different schools to distribute

questionnaires among teachers, all of whom participated voluntarily. The teachers were assured of

confidentiality when completing questionnaires.

Anonymity was assured in writing at the top of the questionnaires and was respected. However, as Bell

(2010:49) points out, confidential and anonymous are not interchangeable terms, since the former

indicates that the respondents identity will be protected in the research; the latter means that the

researcher is unaware of the respondents identity. (Had the term confidential been used, this could

have been used to ensure the sample for the focus groups reflected a range of opinions.)

The purpose of the research and assurance of confidentiality was given to every participant in the focus

groups and interviews, all of whom took part in the research voluntarily. All interaction was recorded

and participants were made aware of this in advance before signing a consent form (Appendix 5).

3.6 Research procedure

20
The questionnaire was piloted with two students who were about to leave the school and thus would not

be involved in the study. Feedback from these students suggested that I needed to provide a clearer idea

of the purpose of the study assurance of anonymity.

The amended questionnaire was piloted with three more students who had studied general English but

were studying on an Access to Higher Education programme at that time. One question, relating to

their main pronunciation goal elicited the same response from everyone, despite seeming differences of

opinion emerging elsewhere in the questionnaire. In light of this, a further question was added to

differentiate between ideal goal and main goal. Although there need be no difference between the

two, these terms were used to simplify the language of the questionnaire and gain a better understanding

of students feelings about their pronunciation goals. Once questionnaires had been completed, these

were organised according to their respective classes.

The teachers questionnaire was piloted with the two Directors of Study and a teacher trainer and

valuable feedback was provided relating to the wording of questions, particularly about the response

category neither agree/nor disagree. Possible re-phrasing of the category as not sure was considered

but this did not seem appropriate for some of the questions.

On closer examination, it was apparent that respondents concerns about this category were for different

questions. The concerns seemed to relate more to their own mixed feelings about answers to the

question, which was highlighted in their comments. Therefore, I retained this category and administered

the questionnaires among my colleagues. The questionnaire was also emailed to Directors of Studies at

two nearby schools (see 3.4 above), with the purpose of the research made clear.

Having previously completed questionnaires, focus group participants would have started to reflect on

their experiences and opinions of pronunciation learning. Therefore, rather than providing a focusing

exercise, the students were asked to discuss specific questions. In the pilot focus group (conducted with

short-term students), the researcher and participants all sat together and to prompt discussion, some

nomination was used. This proved ineffective since students did not often speak unless directly spoken

to and rarely responded to one another. Therefore, in the two focus groups used in the research, the

21
participants sat together and the researcher apart. The researcher only prompted conversation if

clarification was required or when students finished discussing an issue.

Teachers were interviewed on a one-to-one basis, using a semi-structured interview format. They had

also completed the questionnaires prior to interviews. Perhaps because teachers consciously reflect on

their practice, or perhaps because all of the teachers were known to me, discussion developed naturally

and teachers developed themes without extra prompting.

3.7 Data analysis

The results from the Likert scale questionnaires were analysed using descriptive statistics (Brown and

Rodgers 2002:122), tabulating the results to show the range of answers for each question (presented in

Chapter 4, but also attached in Appendices 6 and 7). The raw data was then calculated as percentages

and the additional comments were scanned for common themes and anomalies.

The focus group and interview audio recordings were transcribed and then coded and analysed for

salient themes (samples from the transcripts are attached in Appendices 8 and 9). An effort was made to

analyse the data in its context and use this in interpretation. Furthermore, deviant cases (Coffey and

Atkinson, 1996:47 & Silverman, 2006:276), that is to say, those which did not seem to fit, or perhaps

even contradicted, common themes were also analysed and interpreted to gain a fuller understanding of

the participants perceptions. The data from each section was compared in order to gain a broader

perspective and to integrate the methods as effectively as possible.

22
 Chapter 4
Findings and Discussion

In this chapter the findings from each area of the research will be considered in turn. First, the results

from the students questionnaires will be presented in a table and reviewed; then the same will be done

with the teachers questionnaires. The qualitative data will then be discussed, highlighting the salient

themes arising from the student focus group discussions and the teacher interviews respectively.

4.1 Data from the students questionnaires

The findings from the students questionnaires (Table 4.1 below) comprise three broad components: the

value of pronunciation practice; classroom experience of pronunciation practice; and students

Neither Anomalies
Qu. Strongly Strongly
Statement Disagree agree nor Agree *% calculated
number disagree agree
disagree accordingly
1 = no
0 0 2 28 39
1 I think practising pronunciation is useful. answer*
(0%) (0%) (3%) (41%) (57%)

I think working on pronunciation will help 0 0 1 30 39

2
English people to understand me (0%) (0%) (1%) (43%) (56%)

I think working on pronunciation will help me 0 0 5 37 27 1 = no

3
to understand English people. (0%) (0%) (7%) (54%) (39%) answer*

0 2 11 43 14
4 I like practising pronunciation in class.
(0%) (3%) (16%) (61%) (20%)

I would like to spend more time on 0 10 23 25 12

5
pronunciation work in class. (0%) (14%) (33%) (36%) (17%)
When I speak English, I prefer to sound like
16 31 10 11 2
6 someone from my country than an English
(23%) (44%) (14%) (16%) (3%)
person.
One of the reasons I came to study English in 2 2 12 34 20
7
the UK was to learn British pronunciation. (3%) (3%) (17%) (49%) (29%)

Sounding like a native speaker of English is 1 3 11 31 24

8
important to me (1%) (4%) (16%) (44%) (34%)
I would like my teacher to correct my 1 = Agree
0 1 5 22 41 and Strongly
9 pronunciation mistakes even if he/she can
(0%) (1%) (7%) (32%) (59%)
understand me. agree*
Not Some Most Every
Never
often lessons lessons Lesson
How often do you practise pronunciation in 1 11 33 16 8 1 = no
10
your classes? (1%) (16%) (48%) (23%) (12%) answer*
to be understood even if I keep my
to sound more like a native speaker
accent
27 43
11 My main goal in pronunciation is
(39%) (61%)
22 48
12 My ideal goal in pronunciation is
(31%) (69%)
pronunciation goals.

23
24
4.1.1 Perceptions of the value of pronunciation practice

The extent of agreement between students on the value of classroom pronunciation practice is striking,

as can be seen from the answers given for questions 1-3. 98% of students responded that they either

agreed or strongly agreed with the statement that practising pronunciation is useful. In addition, there

was almost complete unanimity (99%) that working on pronunciation would help the participants to be

understood (question 2), suggesting this is the major reason that students consider pronunciation useful.

Whilst the overwhelming majority of students also agree that working on pronunciation will help their

ability to understand English speakers, it is interesting that here the scale of agreement changes. In

response to question 3 there was a significant downward movement from strongly agreed (39%) to

agreed (54%) and an increase of neither agree nor disagree responses. Therefore, students in this

survey evidently consider pronunciation practice as more useful for making themselves understood than

for understanding others, although it is possible that students are less aware of the potential for

pronunciation practice to aid understanding of English speakers.

4.1.2 Classroom experience of pronunciation practice

Students opinions of classroom practice were sought in questions 4, 5, 9 and 10 and their views on this

aspect are less emphatic than those on the value of pronunciation practice. These questions generated a

wider range of answers and there is a higher proportion of students answering neither agree nor

disagree, particularly in response to question 5, I would like to spend more time on pronunciation

work in class.

81% of students agreed or strongly agreed that they liked practising pronunciation (question 4) and only

3% did not. In contrast, only 53% of the students felt they would like more time spent on pronunciation

practice which indicates that most students perceive there is already sufficient provision for this,

although it may be that students feel that the quality rather than the quantity is the important factor. 33%

were unsure whether or not they would like more pronunciation practice in class, suggesting

ambivalence or perhaps an alternative option. For example, one student commented that (s)he would

like a specific pronunciation class.

25
One might expect a high but inverse correlation between the responses to questions 5 (more

pronunciation practice in class) and 10 (how often they feel they practise pronunciation in their classes).

At the extremes there is: 14% of respondents disagreed with the statement in question 5 which broadly

mirrors 12% (8 students) who considered they practise pronunciation every lesson. Similarly, 17% (12

students) strongly agreed they would like to spend more time on class pronunciation work and 17% felt

they never or not often practised it in class.

11 of the 12 students who strongly agreed they would like more pronunciation felt they only practised

pronunciation in some lessons or not often. A notable feature is that the 1 student who selected

never as his/her answer, was in the same class as a student who chose every lesson. Furthermore, the

8 students who practised pronunciation every lesson were all in different classes. These incongruities

highlight the widely differing perceptions students may have of what constitutes pronunciation

practice.

4.1.3 Students pronunciation goals

Questions 6-9, which relate to students pronunciation goals, produced the widest range of answers.

However, these cannot all be taken at face value. The statement for question 6, when I speak English, I

prefer to sound like someone from my country than an English person seems to have caused some

confusion among students. Just 1 of the 13 who agreed with this statement showed a clear wish to sound

like someone from his/her country when speaking English. Among the others, 8 reported that sounding

like a native speaker of English was important to them and 4 selected to sound more like a native

speaker as both their main and ideal goals in pronunciation, indicating possible misunderstanding.

Nevertheless, a clear majority (78%) responded that native speaker-like pronunciation is important to

them. Of the 2 students who strongly disagreed, one commented that British English is not more

important than American English and another made a similar observation. It is interesting that they

chose to contrast the UK and the USA, rather than inferring a contrast between studying in an English

speaking country as opposed to their home country.)

Despite the range of responses to questions 6-8, the response to correction (in question 9) is

unequivocal. Although 4 students indicated that they did not aim for native-like pronunciation (question
26
8), only 1 disagreed with the statement in question 9 that I would like my teacher to correct my

pronunciation mistakes even if (s)he can understand me. Furthermore, although 11 students were

ambivalent about aiming for native speaker-like pronunciation, over half of these strongly agreed that

they would like their teachers to correct them even if they could be understood. There is clearly a strong

desire for correction (91%) regardless of error type. In fact question 9 generated the highest number of

strongly agree answers. This perhaps indicates that students do not discriminate between types of

mistakes in the same way as their teachers and that the distinction between mistakes which affect

intelligibility and those which do not sound native-like, is one that is only significant to education

professionals.

Finally, it can be seen clearly from questions 11 and 12 that the majority of students wished to sound

more like a native speaker of English than simply to be understood. This can be further analysed in

Figure 4.1 below:

Students' main and ideal pronunciation goals

[PERCENTAGE]

[PERCENTAGE]

[PERCENTAGE]

[PERCENTAGE]

Main goal = to be understood, ideal goal = to be understood

Main goal = to be understood, ideal goal = to sound more like a native speaker

Main goal = to sound more like a native speaker, ideal goal = to be understood

Main goal = to sound more like a native speaker, ideal goal = to sound more like a
native speaker

Fig. 4.1 Combinations of students main and ideal goals

2 of the 10 respondents (15%) who claimed that both their main and ideal goals were to be understood

even if they retained their accents, commented that they would like to be understood by native speakers,

and another observed that sounding like a native speaker would be perfection.

27
 The concept of main goal to sound like native speaker, ideal goal to be understood is quite

surprising, which may be due to confusion over the terms main and ideal.

3 of the 31 students (or the 44%) whose main and ideal goals were to sound more like native speakers

commented that being understood is essential, but that native-like pronunciation is important in order to

be understood by English people.

4.2 Data from the teachers questionnaires

The findings from the teachers questionnaires are also considered in the same categories i.e. the value

of pronunciation, classroom experience and the goals of pronunciation instruction. Within each of these

areas, two types of question were asked. Those about the value and the goals of pronunciation practice

address both teachers views and what they think students perceptions are. Questions about classroom

experience examine teachers attitudes towards pronunciation instruction as well as their views of its

implementation.

Neither Anomalies
Qu. Strongly agree Strongly *%
number
Statement Disagree Agree
disagree nor agree calculated
disagree accordingly
I think focusing on pronunciation is useful for 0 0 2 12 12
1
my students. (0%) (0%) (8%) (46%) (46 %)
I think most of my students want an explicit 0 3 8 12 3
2
focus on pronunciation. (0%) (12%) (31%) (46%) (12%)
I think students coming to study in the UK want 0 5 6 13 2
3
to sound like native speakers. (0%) (19%) (23%) (50%) (8%)
I feel comfortable dealing with pronunciation 0 2 3 12 9
4
work in class. (0%) (8%) (12 %) (46%) (35%)
I use published pronunciation materials to focus
1 1 4 15 5
5 on particular areas of pronunciation with the
(4%) (4%) (15%) (58%) (19%)
whole class.
I would like to spend more time on 1 4 9 9 3
6
pronunciation work in class. (4%) (15%) (35 %) (35%) (12 %)

I try to integrate pronunciation work throughout 0 0 4 12 10

7
the lesson. (0%) (0%) (15%) (46%) (38%)

I have a clear idea of what pronunciation 0 1 10 12 2 1 = no

8
features to focus on. (0%) (4%) (40%) (48%) (8%) answer*
I only correct pronunciation mistakes if they 1 8 6 9 2
9
interfere with communication. (4%) (31%) (23%) (35%) (8%)
Not Some Every
Never Most
often lessons lesson
How often do you practise pronunciation in 0 2 7 15 2
10
your classes? (0%) (8%) (27%) (58%) (8%)

Not
None Some Most All
many
What proportion of your students do you think
3 15 4 1 0 3 = no
11 would like to retain their accents when they
(13%) (65%) (17%) (4%) (0%) answer*
speak English? 28
To help students to be
To help students to sound more
intelligible (without worrying
like native speakers
about accent)
4.2.1 Teachers perceptions of the value of pronunciation practice

Although the majority of teachers agreed that pronunciation practice is useful for students, their

responses to questions 1 and 2 were less emphatic than those of the students. It is interesting that 2 of

the 26 teachers surveyed indicated that they were unsure whether pronunciation practice was useful.

Furthermore, 12% felt that their students did not want an explicit focus on pronunciation and 31% were

unsure. Given the overwhelming agreement of students on the value of pronunciation, these responses

seem surprising. Some teachers commented that an explicit focus may be intimidating or

demotivating. This indicates that there may be confusion over terms such as explicit, a possibility

considered further in section 4.4.

4.2.2 Classroom experience of pronunciation practice

Questions 4-8 and 10 address how teachers feel about the teaching of pronunciation and what they think

they do in practice.

While the majority felt comfortable dealing with pronunciation in class, 20% were unsure or did not feel

comfortable. The 2 who disagreed with the statement commented:

I feel that I know very little about teaching pronunciation and;

Pronunciation is the area I feel most uncomfortable with.

Given that 81%, however, indicated that they felt comfortable dealing with pronunciation in class, it is

interesting that 44% were less than certain about which features of pronunciation to focus on in a lesson.

While this could signify a lack of confidence, it may suggest that teachers do not give this much thought

in advance, simply addressing pronunciation issues incidentally; or that they feel able to correct some

mistakes but not all. This is supported by several comments which point out that dealing with

pronunciation in multi-lingual classes can be challenging, with much depending on the nationalities of

the learners. It is interesting that all these comments related to the learners language backgrounds rather

than to any particular features of English pronunciation. It therefore seems that the concept of particular

features of English affecting intelligibility, as exemplified in Jenkins Lingua Franca Core (Jenkins,

2000) is not something which teachers in the UK consider much, even if intelligibility is the main

goal. Thus teachers perceptions of the concept of intelligibility seem based on whether they (who are

29
predominantly native speakers operating in a language learning environment) can understand what their

students are saying, rather than on particular features of English pronunciation.

Only 19% felt that sufficient time was spent on pronunciation practice whereas 47% wished to spend

more time on it. Given that most teachers felt comfortable working on pronunciation, it is unclear what

prevents so many teachers from spending as much time as they would like on pronunciation. One

teacher commented that it is a shame pronunciation practice becomes marginalised, but did not suggest

why; another that it is hard to spend enough time on it when working from a coursebook; and yet

another that (s)he would like to feel better able to respond to specific pronunciation problems as they

come up. The range of responses and comments on this question support Celce-Murcia et al.s (2010)

argument that pronunciation practice in class depends very much on the teacher.

66% of teachers stated that they deal with pronunciation frequently (most or all lessons) which is a little

surprising given the proportion of teachers who felt they would like to spend more time on it This

perhaps indicates that teachers concerns are based on a lack of clear framework or lack of confidence

about how to deal with pronunciation and how much time to spend on it, as highlighted by Macdonald

(2002) and Baker (2011). Another noteworthy aspect of these answers is the disparity between teacher

and students perceptions of time spent on pronunciation. Proportionally, considerably more teachers

(58%) than students (23%) think they practise pronunciation most lessons.

It might be surmised that if pronunciation is dealt with predominantly by error correction throughout the

lesson, students might not realise that they actively focus on pronunciation. However, as 77% of

teachers report using published pronunciation materials in their lessons (question 5), this would be

surprising. It is more likely that there is a significant difference between student and teacher perceptions

of pronunciation practice, particularly as teachers views appear far less consistent than students.

4.2.3 Teachers goals in teaching pronunciation

As in 4.2.1, this section considers what teachers feel students goals are in pronunciation and teachers

objectives in teaching it. It is immediately noticeable that once again teachers opinions vary widely, as

can be seen from the responses to questions 3, 9, 11 and 12. In answer to the statement in question 3

(that students coming to study in the UK want to sound like native speakers) a majority (58%)

30
believed most students would like to sound like native speakers, whereas 42% were unsure or disagreed.

This contrasts starkly with the 78% of the 70 students for whom sounding like a native speaker was

important and had a bearing on their decision to study English in the UK.

The responses to question 11, however, on students desire to retain their own accents when speaking

English, are fairly reflective of students opinions. Nevertheless, 3 teachers did not answer this question,

one commenting that (s)he did not feel that students actively considered this. What is perhaps most

surprising is that one teacher felt that most students wished to retain their L14 accents when speaking

English. However, this teacher also added that (s)he did not feel students had reflected on this.

The teachers approach to error correction provided the widest range of answers. In response to the

statement in question 9 (I only correct pronunciation mistakes if they interfere with communication)

43% agreed that they only correct mistakes relating to intelligibility, while 35% disagreed. It may be

inferred that the remaining teachers perhaps felt that this depends on the student (since they selected

neither agree nor disagree). It is worth noting that over half of those who agreed also recognised that

most students coming to study in the UK wished to sound like native speakers. Therefore it seems these

teachers, while recognising this desire among students, still prioritise intelligibility or feel that over-

correction may de-motivate (as one teacher commented).

The diversity of opinions for this question seems inconsistent with the overwhelming agreement shown

regarding the goals of pronunciation teaching. This is unequivocally demonstrated in response to

question 12 (my main goal in teaching pronunciation is). The main objective for 88% of teachers is

to help students to be intelligible (without worrying about accent). One teacher added that while higher

level students may be able to aim for a more native-like pronunciation, asked what is a native accent?.

Although this question is valid, and one which has been asked frequently in academic literature (for

example, Morley, 1991; Pennington, 1996), neither teachers nor students seem to have any difficulty

distinguishing, for example, a Spanish or Arabic accent. Therefore, perhaps the question of what

constitutes a native accent becomes less relevant in this context where it is contrasted with the students

L1 accent.

4
L1 First language or mother tongue
31
Of the 12% whose main goal was to help students sound more like native speakers, 1 teacher

commented that it depends on the students objectives and that if it is not important to them, then

intelligibility is the main goal. Another added that while (s)he did not want to take students accents

away from them, this goal was valuable for enabling students to make themselves understood and for

listening skills. The first part of this comment seems almost to offer an excuse for having chosen this

goal, even though the teacher explains its relevance. This demonstrable gap between students and

teachers goals does beg the question: why is there such a marked difference between teachers and

learners declared goals?

With emphasis on the need for intelligibility in pronunciation, criticism of native speakers who impose

their accents on learners (for example Jenkins, 2000; Walker, 2010), as well as debate over what

constitutes a native accent (referred to by some participants in this research), it is possible that some

teachers in the UK feel that it is not politically correct or academically sound to state that they aim to

help students achieve a more native-like pronunciation. However, a more likely explanation is that most

teachers feel that aiming for native-like pronunciation is unrealistic.

4.3 Focus Groups

This section discusses the findings from the two focus groups using the same categories as the

questionnaire data. However, attitudes to correction merited its own discussion within the section on

classroom experiences.

4.3.1 The value of pronunciation practice

Corroborating the findings of the questionnaires, all the students in the focus groups valued

pronunciation practice and several gave examples of communication breakdowns resulting from

pronunciation difficulties:

I went to the caf and I ordered cappuccino, but I have got cup of
tea(laughter).twice!

and: I wanted to ask where is the, where is the tower. Towel? Towel. But she couldnt
understand me so I was very shocked.

32
In most cases, as in these examples, students reported instances of struggling to make themselves

understood, but in only one example did the difficulty involve not understanding the native speaker:

He asked me um: what is your er, your phone? type, your type of phone, something like
that, erm, Samsung or iPhone. I- I ca- I couldnt understand and I asked him for 5 times. So
finally I asked him to write it.

Since students mainly recalled occasions when their own pronunciation impeded communication, this

corroborates the questionnaire results that students perceive pronunciation study to be more useful for

their own speaking rather than for understanding others.

It is therefore unsurprising that almost half of the students mentioned the effect of pronunciation on their

confidence. One student explained that when English people didnt understand her, it made her hesitate

to speak and several other students from both levels agreed.

Five students referred to the teaching in their home country focusing on writing, and grammar rather

than oral communication. These students confirmed that their previous lack of pronunciation practice

has had a negative effect on their confidence. Thus in both groups, pronunciation was considered an

essential aspect of language learning which needed to be focused on in the classroom.

Furthermore, several commented on the difficulty of learning pronunciation, pointing out that incorrect

pronunciation can completely alter the meaning of a word. This supported the view that it should be

given classroom attention, particularly since, as several students pointed out, it is not an area in which

they can make much progress by self-study.

4.3.2 Students classroom experience and expectations

Students in both groups agreed that they would like more pronunciation work within their lessons but

the preferred approach differed significantly between the two groups. Most students in the Intermediate

focus group were keen to have separate pronunciation classes. This was exemplified by a perceived

current lack of pronunciation instruction received:

when we have new word, teacher teach us about pronunciation, but thats all.

33
Another student in this group, although attaching significance to pronunciation, stressed the need to

avoid becoming fixated on it, commenting:

let this matter for the time and you, you dont want to, you dont want to er, make yourself
tired about learning pronunciation.

Nevertheless this student also expressed disappointment at not having had more pronunciation

instruction, particularly as he was nearing the end of his course, and said that he would also have liked

to attend a specific pronunciation class, suggesting:

every week, one lesson to pronunciation.

While these views almost seem contradictory, it is interesting that the student was able to reconcile them

within himself, thus supporting Subtirelus point that even one student may hold a variety of complex

and apparently paradoxical opinions (Subtirelu, 2013).

At the higher level, only one student said that she would be keen to have a specific pronunciation class,

while four others were more interested in having pronunciation integrated throughout their lessons,

including discrete pronunciation slots. They suggested: correction throughout the class; a specific slot at

the beginning of the lesson, but not too long; and to have

practice um, in pronunciation and everything, but not just teaching pronunciation.

Although most students at the higher level appear less interested in specific pronunciation instruction

classes, previous learning experience rather than level seems to play a much greater role, a consideration

highlighted by Harmer (2007). The one student in the higher level group who wanted a separate

pronunciation class had experienced and enjoyed this when learning French in France and consequently

thought:

when I came here, I expected like this kind of class but, no, so I a little disappointed.

Likewise a student in the Intermediate group had had a similar experience and said that it was very

effective and that she would like something similar in the UK.

34
However, another student in the higher level focus group who had had a negative experience of

pronunciation classes commented:

it was, er one hour, er, but I dont think that the, this way was useful because we had to
study the phonetics, you know? The symbols.to know how to use them, but I think that it
was a waste of time because you study these symbols but are useless.

This same student emphasised the need just to practise, but said:

I dont know how to do, but not a pronunciation class only,

thus highlighting the negative effect this previous experience had on her perception of pronunciation

classes.

The effect of previous learning on the students perceptions can also be seen with regard to practice

activities. One of the reasons given in the Upper-Intermediate/Advanced group for the need to integrate

pronunciation was to avoid:

focusing on just like: say this word, bla bla bla say this word, bla bla bla.

This students perception of explicit pronunciation practice, each time she mentioned it, seemed to be

entirely based on de-contextualised drilling exercises. When this group was prompted to think of other

activities, a 15 second silence followed, after which three students said they had never studied or

didnt know any pronunciation activities and the only pronunciation practice they could recall was

essentially correction. In the Intermediate group, on the other hand, students suggested: repetition,

imitation, singing songs, listening, learning phonetic symbols and learning pronunciation rules, in

addition to teacher correction.

However it is delivered, whether integrated with other skills and exercises, given in discrete teaching

slots, or via separate pronunciation classes, all of the students indicated that they wanted a better idea of

the rules of pronunciation, specifically to highlight any corresponding spelling and pronunciation

patterns.

4.3.2.1 Attitudes to correction

The aspect of students expectations which provoked a deal of discussion, and indeed agreement, was

the desire for correction. Every student commented that they wanted to be corrected and, as in the

35
questionnaire responses, most wanted to be corrected regardless of whether or not they could be

understood:

you keep saying the same word wrong and nobody corrects you, you think that its
correct.

One student from each group said that they did not know if they made pronunciation mistakes and

if so what these were.

The conversations in both groups indicated that students perceive correct and incorrect

pronunciation or good and bad, as in the following examples:

I would like to, I would like them to correct me if I dont er, have the great
pronunciation; and
I like when someone correct me a word that I say badly.

However, teachers (as shall be discussed in section 4.4) seem to focus on mistakes which impede

intelligibility, rather than simply right or wrong. Yet, based on both the focus group discussions and

the responses to the student questionnaires (in section 4.1.3), it is doubtful whether students discriminate

between types of error in this way.

4.3.3 Students pronunciation goals

In line with the questionnaires, the majority of students in the focus groups stated that they wished to

sound like native speakers of English. The three who did not state this goal, wanted to understand and

be understood by native speakers, and one of them explained the wish to be able to hold conversations

fluently on deep topics with native speakers.

Half of the students explained that intelligibility comes first, but that you can then improve this and

speak perfectly.

Even where intelligibility is the main goal, the students prioritised communication with native speakers

in the UK although two students mentioned the need to be understood by people around the world, when

travelling or for international business purposes.

Students in both groups commented that teachers, due to their professional understanding and their

exposure to foreign accents, were better able to understand them than other native English speakers.

36
This prompted widespread agreement from others in the groups who felt that it was easier to be

understood (and to understand) in the classroom than outside it:

The teacher understand because he she listen many different pronunciation and is
understand the meanings. The English people no.

In discussing whether their goals were for more native-like pronunciation or to be understood, one

student summarised: its both. Its not one or the other. Its just both.

All were adamant that they did not actively wish to retain their own accent when speaking English, a

couple going as far as to say they hate their L1 accent when speaking English. Therefore despite

explanations that students wish to retain their accent because of its reflection of a persons identity (e.g.

Dalton & Seidlhofer, 1994; Jenkins, 2007; Walker, 2010) the students in this research give the opposite

impression. This may be reflective of their choice to study in the UK, but some also pointed out that

although it can be difficult to understand native speakers of English, it is also very hard to understand

non-native speakers from other language backgrounds.

4.4 Teacher interviews

In the following sections, the information gleaned from the interviews with teachers will be divided into

the same areas as the questionnaires. Perceptions of pronunciation and of student attitudes are included

within section 4.4.2 on classroom experience and error correction is discussed alongside teachers

goals in section 4.4.3.

4.4.1 The value of pronunciation practice

All five teachers interviewed agreed that pronunciation practice in the classroom is useful. The two

main reasons for this view were that the students need to be understood and that they need to understand

native English speakers in the UK:

if theyre living here, they need to be understood outside the classroom; and

its not just them producing it, its learning to understand it.

37
4.4.2 Classroom experience
Although all the teachers agreed on the value of pronunciation, ideas on its implementation varied.

Nevertheless, all five felt it should be integrated throughout the lesson:

its part of everything, umm, so I- so I- I include it; and

I deal with pronunciation as it comes up.

However, experiences varied as to the kind of pronunciation practice that was given. Two teachers

emphasised correction. Two others talked about the use they made in class of reading aloud, though

both seemed to feel that perhaps this was not well thought of:

quite often, I know its a very old-fashioned thing to do, but we have, you know they read a
little bit from the- a text, and I say: right, were going to read and Im going to check your
pronunciation.

and: I do sort of a lot, sort of dictations with them, um, I get them to read aloud to each
other, so yes its quite um, its sort of quite, perhaps its not sort of very EFLish.

It is interesting that while both teachers feel that this method may be regarded critically within the

profession, they still felt it had value. Even more interestingly, students in the focus groups also gave

this as a specific example of a useful method of pronunciation practice.

One of these teachers, who taught lower levels, also highlighted the value of making pronunciation

physical, to make it as visual as possible. This teacher, along with another who predominantly taught

lower levels talked about drilling new vocabulary. One explained:

I would be emphasising sen- probably um, well possibly both word stress and sentence
stress depending on whether I was drilling some words or drilling some phrases.

This teacher talked about incorporating her own pronunciation ideas when drilling vocabulary, which

prompts the question of whether such practice is predominantly viewed as pronunciation or

vocabulary, or whether the teacher even compartmentalises it in this way. If pronunciation is so much

a part of the lesson that it is not perceived specifically as pronunciation this may of course affect

whether students feel that they are in fact practising pronunciation.

38
Only one teacher said that she made use of the phonemic chart in lessons, which seemed to affect, even

constitute, her view of focusing on pronunciation since much of the discussion centred on this. This

perception was most marked when she stated:

I think Ive been lax, I mean I, I always correct pronunciation and um, I quite often use the
chart to explain the difference between minimal pairs for example, and do the symbols, um,
but I mean there may be some days where you know, there- it hasnt been, the
pronunciation hasnt been, well the chart hasnt been used.

These different interpretations of various terms among teachers became increasingly noticeable as the

interviews progressed. One teacher wanted to clarify that she had correctly understood pronunciation to

incorporate suprasegmentals. Two others indicated that they understood explicit pronunciation

instruction to mean a whole lesson devoted to it and, similarly, another teacher seemed to feel that to

focus on pronunciation involved either whole lessons or discrete teaching slots.

Evidently, teachers seem to treat, and even perceive, pronunciation practice quite differently. This

reflects the findings in the questionnaires, highlighted in the varied responses to questions 4-8 about

classroom experience. Therefore, students varying perceptions of pronunciation practice may be shaped

by their diverse experiences with teachers, particularly given the variety in teacher views as to what

constitutes pronunciation practice.

It is interesting that one teacher drew a direct comparison between desire for an explicit focus on

pronunciation and students level:

Ive had individuals maybe say that I want to do pronunciation um, but maybe that
comes more when they get to a really high level um cause the ones sort of int. level, they
just keep- want the communication dont they.

It must be noted that this teacher had recent experience of teaching Advanced classes which included

students keen to achieve a more native-like accent. However, most seemed to consider that

pronunciation could get better at a higher level:

leave the refining of their pronunciation skills to the more advanced kind of, until they get
to the more advanced kind of levels; and

39
 if they get to you know, Upper-Int, or if theyre doing an e- a Cambridge exam, they want
to get their accent because their language is so good, thats whats left to work on, kind of
the icing on the cake.

However, this view is a little surprising since a clear majority of teachers believed pronunciation is

integrated throughout the lesson at each level. (In the teacher questionnaires 84% agreed or strongly

agreed this was the case.) Moreover, it is well-known that unlearning acquired pronunciation is

problematic, hence the difficulty of learning the pronunciation of a second language.

4.4.2.1 Perceptions of pronunciation and of students attitudes

Two of the five teachers admitted that they felt nervous dealing with pronunciation, because they do not

feel that they have sufficient knowledge and would like a better understanding:

its not the area that I feel confident in, umm and that has been, since my C- like on my
CELTA, it was the area that I found most difficult actually including in my lessons; I feel
a little bit ina- inadequate with pronunciation

Nevertheless, all teachers recognised that students valued a focus on pronunciation, although there were

one or two caveats, such as:

I think that they enjoy it but not, not for too long.

Overall, teachers perceived that their students had a positive attitude towards pronunciation practice, as

shown in the following example:

They really enjoy it and you, you er, they enjoy it because you can see theyre doing it.

One teacher, although she said she likes working on pronunciation, did have some reservations about

student reactions:

I think I need to spend more time, I would like to but Im worried that um, you know, they
might think, well, you know: What are we doing? Are we learning English or not?

Yet in both focus groups and the questionnaires students agreed that they would like more pronunciation

practice and specific activities. This does lead one to question whether the cause of such apprehension is

lack of teacher confidence or misunderstanding of students objectives and goals.

40
While teachers realised students value pronunciation practice, not all of them wished to deal with it

overtly. This was particularly notable when one teacher said:

the best I think is for it to be integrated, um, so that they, they dont really, they dont
realise that theyre you know practising it.

This teacher did go on to explain the need to spend some more time focusing on pronunciation

sometimes. Others said that they avoided discrete teaching slots, seeming to believe that integration of

pronunciation is the opposite of overt pronunciation practice:

I dont really so much like the idea of having a slot of pronunciation, um, but I do like the
idea of trying to integrate the pronu- the pronunciation into, in- into the lesson as much as
possible.

These responses seem to highlight teachers varying perceptions of student attitudes and of

pronunciation practice itself. This may in turn affect students views of pronunciation practice and may

help explain why teachers seem to feel that more time is spent on pronunciation in class than students

perceive (as evidenced in the questionnaires and the focus groups).

4.4.3 Goals and correction

All of the teachers seemed to recognise students desires for native-like pronunciation, explaining:

its not sufficient for them to just communicate, they want it to sound like a native
speaker.

When asked if they had any experience of their students wishing to retain their own accent, none of the

teachers had and some seemed quite surprised by the question, asking for repetition and even checking

if they had correctly understood.

In relation to students pronunciation goals, one teacher explained:

a lot of students do have that [sounding like a native speaker] as a, as a, as- as a goal but
as I say, I think th- I think their expectation undergoes an adjustment and tha- for me, I
think its a good adjust- a healthy adjustment, because I wouldnt want them focusing
overly on pronunciation if er, it wasnt impeding communication too much.

All of the teachers gave the impression that they mainly wanted to ensure students were intelligible and

could communicate effectively. This therefore affects the attitude to correction; teachers stated that in

determining whether and when to correct, they mainly considered whether or not they could understand

41
the student. However, none of them referred to any particular elements of language that affected

intelligibility (for example, as highlighted in Jenkins Lingua Franca Core), though one referred to

sentence stress and // and // (notably absent from the LFC) being a key sound or sort of signature

sound of, of, for English people. Overall, teachers seem to assess intelligibility based on their own

ability to understand an individual students pronunciation, as mentioned in section 4.2.2, based on the

questionnaire findings. However, as noted by focus group students, teachers have an understanding of

their pronunciation and accents and thus understand far more than other native speakers outside the

classroom. This is somewhat borne out by teachers comments that the features they focus on depend on

the students and their nationalities.

The difficulty of mastering pronunciation and its potentially de-motivating influence cannot be denied

and it may be that over time this affects students expectations (as indicated by the teacher quoted

above), but it is worth considering whether teachers (who tend to emphasise intelligibility) have an

effect on their students ambitions. There is evidently a difference between learners expectations and

classroom experience, as well as significant variation among teachers in their perceptions of

pronunciation instruction, issues which will be explored in the following chapter.

42
Chapter 5
Implications and Conclusion

This research into students and teachers perceptions of the place of pronunciation in English language

learning has considered three research questions. These questions will therefore be used as a framework

for discussion of the findings from this study. The consequent implications which arise from this will be

considered in section 5.2, with reference to the students and teachers in this research, classroom

practice, and the teaching profession. Suggestions for future research are then proffered and a final

conclusion drawn from this research.

5.1. Outcomes from the Research Questions

5.1.1 What are students perceptions of the place of pronunciation in the EFL classroom?
The students involved in this research view pronunciation practice as important. The findings from the

questionnaires and focus groups also highlight that most of these students seek a greater, more overt

focus on pronunciation in class. Given students opinions that not enough time is currently spent on this

area during lessons, two conclusions might be drawn. One is simply that the amount of time spent on

pronunciation practice in class does not meet students expectations; the other is that students do not

perceive certain pronunciation oriented activities as constituting pronunciation practice.

Students pronunciation goals are a significant factor. Overall, the majority of students indicated that

their goal was to sound like a native speaker of English. However, some qualified these remarks,

explaining that perfecting pronunciation (working towards a more native speaker-like model) might

follow later, a view perhaps caused by loss of motivation when faced with the difficulty of acquiring

native-like pronunciation. However, the belief that this target becomes more achievable with a certain

level of proficiency was a view shared, possibly even conveyed by teachers (though this requires further

research; see section 5.3.2).

5.1.2 What are teachers perceptions of the place of pronunciation in the EFL classroom?
Almost every teacher involved in this research confirmed that they felt pronunciation was valuable for

their learners and that it was particularly important for students to make themselves understood and to

43
understand native speakers while living and studying in the UK. Furthermore, teachers agreed on the

need to integrate pronunciation practice throughout a class.

However, attitudes towards dealing with pronunciation were more heterogeneous. Some teachers

referred to feelings of apprehension, alluding to insufficient knowledge and training, while others

appeared to approach it enthusiastically. Several indicated that they would like to spend more time on

pronunciation in class, but there was no clear unitary reason for this. The diversity of teachers opinions

may relate to their perceptions as to what constitutes pronunciation practice, as demonstrated by

ambiguity in teachers comments on the questionnaires as well as in the interviews.

As with the students, it is important to be aware of teachers goals in pronunciation teaching to better

understand their perception of its place in the classroom. Almost all of the teachers in this study

identified intelligibility as their main goal of pronunciation teaching, but defined it by their own ability

to understand their students pronunciation. This may be because they feel that aiming for a native

speaker model is unrealistic. Alternatively, it may be that teachers do not feel sufficiently

knowledgeable about pronunciation and thus are not adequately equipped to deal with problems and

consequently avoid emphasis on it.

5.1.3 Are there any significant similarities or differences between students and teachers
perceptions?
Participants in this investigation agreed that focusing on pronunciation in class was valuable. Here the

similarities ended. Students and teachers respective goals for pronunciation learning were significantly

different. Some teachers explained that they did not want to deprive learners of their identity by trying

to cultivate native-like pronunciation.

The majority of students, on the other hand, stated that their ultimate ambition was to sound more like a

native speaker of English. Significantly, the students, whether or not they agreed on native-like

pronunciation as their main goal almost unanimously agreed that they did not want to retain their own

L1 pronunciation when speaking English, which teachers recognised. Indeed suggestions that learners

may wish to retain their accent as a display of their identity (for example in Walker, 2010) is directly

contradictory to the ambitions of students in this research.

44
Moreover, the teachers goals for pronunciation instruction affect the extent of correction. The majority

stated that they only correct pronunciation mistakes which impede communication. However, the vast

majority of students expressed the wish for more pronunciation correction regardless of whether they

could be understood. This highlights a possible discrepancy between teachers and students perceptions

of errors. Where the former distinguish between mistakes which affect intelligibility and those which do

not (but perhaps sound less like a native speaker), the latter seem only to recognise correct or

incorrect.

5.2 Implications of the research

5.2.1 Implications for teachers and students in this research
While teachers and students tend to agree on the fundamental value of pronunciation, there are clear

differences between students and teachers perceptions. This underlines the need for more effective

communication between teachers and students.

There is no question that students needs and expectations must be taken into account when teaching, as

highlighted by Morley (1991), Timmis (2002) and Scrivener (2005) among many others. This research

suggests it is even more pertinent with adult learners who bring their previous learning experiences, and

consequent expectations, with them into the classroom. The striking disparity between teachers and

students pronunciation goals illustrates the need for teachers to seek and listen to their students

opinions.

5.2.2 Implications for classroom practice

If teachers ascertain the real ambitions of students and respond to their opinions, there will inevitably be

some effects on classroom practice. While these may vary between teachers, based on the responses in

this research, likely outcomes may include more time spent considering corresponding spelling and

pronunciation patterns in English (the rules of pronunciation and spelling as students termed it).

Furthermore, since most students wished for more pronunciation practice, but perceptions of what

constituted pronunciation practice varied, the inclusion of more discrete teaching slots and correction

may be required.

5.2.3 Implications for the teaching profession

45
The prospect of more slots of overt pronunciation teaching or of a focus on spelling and pronunciation

patterns may fill some teachers with foreboding given their apprehension towards dealing with

pronunciation. As Macdonald (2002) highlights, a lot of teachers feel that their initial teacher training

did not adequately prepare them for this. Therefore, it seems that more attention may need to be given to

pronunciation teaching in teacher training. However, since the teacher training for many EFL teachers in

the UK consists of a short, intensive course, it may be that continuing professional development in this

area or a specific post-qualification course would be of more value.

5.3 Suggestions for further research

5.3.1 Perceptions versus practice
Since perceptions of pronunciation practice vary, further research, such as a combination of

observations and follow-up discussions may provide useful insights into interpretations of

pronunciation practice. This may also help to gauge teachers understanding of terminology in this

area.

In order to better understand the gap between learners and teachers stated objectives for pronunciation,

it would be worth investigating whether there is a difference between practice and perception; for

example observing teachers use of correction and comparing it with their views on correction of

mistakes which impede intelligibility.

5.3.2 Pronunciation goals

Another consideration from the conclusions drawn above relates to attaining a better understanding of

students pronunciation goals once they are studying in the UK. A longitudinal study would therefore be

valuable, such as that undertaken by Subtirelu (2013) in the USA. Furthermore, it would be worth

investigating factors influencing students ambitions in order to discover whether teachers perceptions

of difficulty have a noticeable effect on students learning objectives.

5.3.3 Factors which affect perceptions of pronunciation practice

Another useful element of research would be to discover whether there is any pattern relating to

students beliefs, based on, for example, learning background, nationality, age or motivation.

46
It would also be interesting to discover other factors which influence teachers feelings towards

pronunciation. Why do some feel uncomfortable about it? Why do they not spend as much time on it as

they would like? More specific research into the experiences and effects of teacher training is necessary

to identify whether there is a need for a supplementary course to provide further grounding in

knowledge of pronunciation rules or patterns and how to teach pronunciation effectively.

5.4 Conclusion
The place of pronunciation in the EFL Classroom has altered dramatically in teaching methodology over

the last century. This research, was a small-scale study conducted among students learning English in

the UK, where they would need to communicate with native speakers, and the findings must be seen in

that context. A similar study conducted in a different setting, e.g. an ELF context, might well yield

different results.

This investigation demonstrates that the value of pronunciation study is undisputed, but that there are

significant differences between students and teachers perceptions about its place in the classroom.

These involve different attitudes towards correction as well as perceptions of what constitutes

pronunciation practice which in turn stem from the different goals of students and teachers. Only

with increased understanding of this area, will it be possible to address these differences in order to

implement more effective pronunciation practice in the classroom, to the benefit of students and

teachers alike.

47
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51
 Page 1 of 2
Appendix 1: Student questionnaire The role of pronunciation in the EFL Classroom
This questionnaire is for research purposes only and the aim is to gain a better understanding of what adult EFL
students in the UK think about studying pronunciation. The questionnaire is anonymous and any information you
provide will remain confidential.
Please tick one option for each sentence. If you are not sure, or if you think it depends, you can tick neither agree nor
disagree. If you would like to add any extra information to your answer, please write comments below the question.
For example:
Strongly Agree Neither Disagree Strongly
agree agree nor disagree
disagree
I think American pronunciation is easier
to understand than British
pronunciation.
Comments: I can understand my teacher, but its difficult to understand other English people, for
example, in shops and restaurants. _______________________________________________________________
___________________________________________________________________________________________________
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Neither
Strongly Strongly
Agree agree nor Disagree
agree disagree
disagree
I think practising pronunciation is useful.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I think working on pronunciation will
help English people to understand me.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I think working on pronunciation will
help me to understand English people.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I like practising pronunciation in class.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I would like to spend more time on
pronunciation work in class.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
When I speak English, I prefer to sound
like someone from my country than an
English person.
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Please turn over
51
 Page 2 of 2
Neither
Strongly Strongly
Agree agree nor Disagree
agree disagree
disagree
One of the reasons I came to study in
the UK was to learn British Page 2 of 2
pronunciation.
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Sounding like a native speaker of English
is important to me.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I would like my teacher to correct my
pronunciation mistakes even if he/she
can understand me.
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Every Most Some
Not often Never
lesson lessons lessons
How often do you practise
pronunciation in your classes?

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

My main goal in pronunciation is:

a) to be understood even if I keep my accent
(please choose ONE option)
b) to sound more like a native speaker of English
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My main goal in pronunciation is: a) to be understood even if I keep my accent
(please choose ONE option)
b) to sound more like a native speaker of English
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Nationality: ______________________________ Class level: _____________________________

Age (please tick): 20 and under 21-25 26-30 31-40 41-50 50 and over
How long have you been studying at your school? ____________________________________________________________
Please state why you are studying English (for example: to help me find a job/to go to university in the UK etc.)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Thank you very much for completing this questionnaire. If you have any questions, or if you are interested in the results, or if
you have any questions, please contact me: xxxxxx

52
Appendix 2: Teacher Questionnaire The role of pronunciation in the EFL Classroom

Please note this questionnaire is for research purposes only and is aimed to gain a better understanding of teachers
perceptions and experiences of teaching pronunciation in the EFL classroom. Any information you provide will remain
anonymous.
Please tick only one option for each sentence. If there is anything you would like to add or explain for any of your
answers, please write comments below the question.
Strongly Agree Neither Disagree Strongly
agree agree nor disagree
disagree
I think focusing on pronunciation is
useful for my students.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I think most of my students want an
explicit focus on pronunciation.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I think students coming to study in the
UK want to sound like native speakers.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I feel comfortable dealing with
pronunciation work in class.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I use published pronunciation materials
to focus on particular areas of
pronunciation with the whole class.
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I would like to spend more time on
pronunciation work in class.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I try to integrate pronunciation work
throughout the lesson.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Page 1 of 2
Please turn over
53
 Neither
Strongly Strongly
Agree Agree nor Disagree
Agree Disagree
Disagree
I have a clear idea of what pronunciation
features to focus on.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
I only correct pronunciation mistakes if
they interfere with communication.

Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Every Most Some

Not often Never
lesson lessons lessons
How often do you practise
pronunciation in your classes?
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

All Most Some Not many None

What proportion of your students do

you think would like to retain their
accents when they speak English?
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My main goal in teaching pronunciation
a) to help students to be intelligible (without worrying
is:
about accent)
(please choose ONE option)
b) to sound as more like native speakers
Comments: ________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Nationality: __________________________ How long have you been teaching? ____________________

Have you undertaken any courses in addition to your initial teacher training (eg. PG.Dip TESOL)? If so, please
state: ________________________________________________________________________________________
Type of course currently teaching (eg. General English, ESP etc.): ________________________________________

Level(s) currently teaching: _____________________________________________________________________

Thank you very much for taking the time to complete this questionnaire. If you have any questions, or if you are
interested in the results, please do not hesitate to contact me: xxxxxxxxxx

Page 2 of 2
54
 Appendix 3: Questions and prompts for Focus Groups

1. Why did you choose to study in the UK?

As opposed to another English-speaking country, or as opposed to studying in your own
country?

2. Do you think pronunciation is an important part of your language learning?

How much of your class time? Relevance? Why?

3. Do you feel positive about learning English pronunciation?

Enjoyable or unattainable challenge?

4. What is your main goal for pronunciation?

Would you like to sound like you are from your country? Intelligible to whom?

5. Can you identify any areas of pronunciation that might cause problems when you are
communicating?
Certain vowel sounds/consonants/word stress/intonation/linking?

6. How important do you think focusing on pronunciation is to help you understand native
speakers?

7. Would you like the teacher to correct your pronunciation

When? How much? On what basis?

8. Can you think of any useful pronunciation activities you have done in class?
Correction when mistakes happen? Slots of pronunciation work? Do you think you get better
at pronunciation by practising speaking, without focusing on pronunciation specifically?

*Is there anything else you would like to talk about that I havent mentioned?

56
 Appendix 4: Interview Guide

1. Do you think it is useful to focus on pronunciation in the classroom?

2. Do you think you include a lot of pronunciation work in your lessons?

Do you feel comfortable dealing with pronunciation?

3. Do you think students coming to the UK are interested in sounding like native speakers of

English?

Do you think any of your students actively wish to retain their accents?

4. Do you feel your students want to focus on pronunciation?

5. How do you decide if and when to correct students pronunciation mistakes?

How do you qualify what is a mistake as opposed to an accentual difference?

6. How do you identify which features of pronunciation to focus on?

7. How do you work on pronunciation in multi-lingual classes?

Do you use published pronunciation activities/discrete teaching slots?

8. Do you feel you integrate pronunciation work throughout your lessons? How?

9. Would you like to spend more time on pronunciation? If so, what do you feel stops you?

10. Do you think your training adequately prepared you for teaching pronunciation?

57
 Appendix 5: Consent Form

The purpose of this research is to gain a better understanding of students perceptions of the role of

pronunciation in the adult EFL classroom in the UK.

I confirm that I willingly take part in this research carried out by XXXXXXX for an MA

dissertation at XXXXX University. I understand that the information I provide will remain

confidential, that the discussion in which I am taking part is recorded solely for research purposes

and I consent to the recording of this discussion. The researcher has agreed that I may have access

to the research findings.

Signed:________________________________________________________________________

58
Appendix 6: Results from student questionnaires
Anomalies
Question Strongly Neither agree Strongly
Statement Disagree Agree *% calculated
number disagree nor disagree agree
accordingly
0 0 2 28 39 1 = no answer*
1 I think practising pronunciation is useful.
(0%) (0%) (3%) (41%) (57%)
I think working on pronunciation will help English 0 0 1 30 39
2
people to understand me (0%) (0%) (1%) (43%) (56%)
I think working on pronunciation will help me to 0 0 5 37 27 1 = no answer*
3
understand English people. (0%) (0%) (7%) (54%) (39%)
0 2 11 43 14
4 I like practising pronunciation in class.
(0%) (3%) (16%) (61%) (20%)
I would like to spend more time on pronunciation work 0 10 23 25 12
5
in class. (0%) (14%) (33%) (36%) (17%)
When I speak English, I prefer to sound like someone 16 31 10 11 2
6
from my country than an English person. (23%) (44%) (14%) (16%) (3%)
One of the reasons I came to study English in the UK was 2 2 12 34 20
7
to learn British pronunciation. (3%) (3%) (17%) (49%) (29%)
Sounding like a native speaker of English is important to 1 3 11 31 24
8
me (1%) (4%) (16%) (44%) (34%)
1 = Agree and
I would like my teacher to correct my pronunciation 0 1 5 22 41
9 Strongly agree*
mistakes even if he/she can understand me. (0%) (1%) (7%) (32%) (59%)
Never Not often Some lessons Most lessons Every Lesson
How often do you practise pronunciation in your 1 11 33 16 8
10 1 = no answer*
classes? (1%) (16%) (48%) (23%) (12%)
to be understood even if I keep my accent to sound more like a native speaker
27 43
11 My main goal in pronunciation is
(39%) (61%)
48
22
12 My ideal goal in pronunciation is (69%)
(31%)

59
Appendix 7: Results from teacher questionnaires
Question Strongly Neither agree Strongly Anomalies
Statement Disagree Agree *% calculated
number disagree nor disagree agree
accordingly
I think focusing on pronunciation is useful for my 0 0 2 12 12
1
students. (0%) (0%) (8%) (46%) (46 %)
I think most of my students want an explicit focus on 0 3 8 12 3
2
pronunciation. (0%) (12%) (31%) (46%) (12%)
I think students coming to study in the UK want to 0 5 6 13 2
3
sound like native speakers. (0%) (19%) (23%) (50%) (8%)
I feel comfortable dealing with pronunciation work in 0 2 3 12 9
4
class. (0%) (8%) (12 %) (46%) (35%)
I use published pronunciation materials to focus on 1 1 4 15 5
5
particular areas of pronunciation with the whole class. (4%) (4%) (15%) (58%) (19%)
I would like to spend more time on pronunciation work 1 4 9 9 3
6
in class. (4%) (15%) (35 %) (35%) (12 %)
I try to integrate pronunciation work throughout the 0 0 4 12 10
7
lesson. (0%) (0%) (15%) (46%) (38%)
I have a clear idea of what pronunciation features to 0 1 10 12 2
8 1 = no answer*
focus on. (0%) (4%) (40%) (48%) (8%)
I only correct pronunciation mistakes if they interfere 1 8 6 9 2
9
with communication. (4%) (31%) (23%) (35%) (8%)
Never Not often Some lessons Most Every lesson
How often do you practise pronunciation in your 0 2 7 15 2
10
classes? (0%) (8%) (27%) (58%) (8%)
None Not many Some Most All
What proportion of your students do you think would 3 15 4 1 0
11 3 = no answer*
like to retain their accents when they speak English? (13%) (65%) (17%) (4%) (0%)
To help students to be intelligible (without To help students to sound more like native
worrying about accent) speakers
23 3
12 My main goal in teaching pronunciation is
(88%) (12%)

60
 Appendix 8: Excerpt from transcript of focus group discussion
1 S1 For me, I think its very important (.) because I found a problem (.) when I [speak
S2 ^mm^ <laughs> [laughs
All [laughs
S1 with the native speaker (.) They didnt understand me.
5 S3 ^yes^
All <laughs> (yes/mm/yes)
S2 Yes.
S4 Maybe y- you mean, you mean something (.) and the people here, English
S1 ^yes^
10 S4 people [er: (.) No, no, no (2) [thought, thought another thing.
S1 [yeah
S2 [Sorry? ^Sorry?^[Can you repeat?
All <laughs> (yes/mm/yes)
S3 Yeah.
15 S4 Yeah, no, no, they- they- they think another thing.
1-3 Yes.
S1 A- a- and give me another thing!
S4 Yeah
1-3 Yeah
20 S2 Or sorry? Can you repeat please? <laughs>
S3 <laughs>
S1 Or sometime, like last time er f- first day that I went to um, to er: to, to UK, I- I
went to er: telephone shop (.) I would like to buy a SIM card (.) an- and [I tol- I
S3 ^ah^ [mm
25 S1 told him that: Oh, I would like to buy a SIM card (.) please and he asked me (.)
S3 ^mhm^
S2 ^mm^
S1 Um what is your f- er, your phone type? Your [type of phone something [like
4&5 [Mm
30 2-4 [mhm
S1 that. What erm, er Samsung (.) or iphone?
S4 ^mhm^

61
 S1 But (.) I- I ca- I couldnt understand (.) and I asked him for five time, so finally I
35 2-3 ^mm^
S1 asked him to write it!
All <laughs>
S1 They said f- /fn/ (.) theyre not, they didnt s- er, he didnt say /fn/ (.) like this
S1 ^yeah^
40 S1 the / fn/
S3 Ah.
S4 Mm, and theres, there is the big problem here in England: they use er, th- er,
English people here, they use er, the: phrasal verb. You cant [understand phrasal
S1 [ah yes
45 S4 verb, you need long time to er (.) to understand [er, phrasal verbs.
1&3 ^mm^ [mm
S4 Maybe, they, they mean, when they- when they use the l- the er:: the er, phrasal
verb (.) they meaning something (.) and you didnt understand something because
S1 ^mm^ ^mm^
50 S3 ^mhm^
S4 you: because you- you need- you need to practise with English people if [you
S2 [yeah
S4 know, just er, y- you dont- you dont kno- er, you dont need just to stay at home
and studying (.) phrasal [verb, you cant learn this, you [need to practise (.) with
55 1-3 ^no, no^ [mhm
S2 [yeah,with English people
S4 English people a:nd also and also you cant find er, English people, they have er,
or they have free time to [practise English with you (.) No they have er, they have
1-3 [mm ^mm, yes^
60 S4 wor:k, or they have something [e:lse (.) and we: just we speak with er, with
S1 [aha
S4 another nationality: (.) they speak, they er learning with you (.) an- and this
S1 ^yeah^ ^mm^
S4 wont use the- a lot vocabulary (.) er, may- maybe you- you will er, you will er,
65 1&3 ^mhm^
S4 improve yourself (.) but, but it need long time.
S2 ^mm^
S1 ^mhm^ Yes. Especially, I

62
 S1 think for, for pronunciation (.) it takes [time.
S5 ^yeah, yeah^
70 S2 [It's important [speak with the native (.) er
S4 [yeah
S1 ^yes^
S2 people. [Yes, because-
S1 [Yes, yes, its important because you know, actually I- I bought the, er, a
75 3-4 [Yes
S1 book with a CD to [practise my [pronunciation (.) but you know, it didnt, its,
2&5 [<laughs>
S4 <laughs>
S3 [oh, oh.
80 S1 didnt (.) rea;lly work because sometime um, I dont know that, er, that I say (.)
S3 ^mhm^
S1 is correct [or not.
S3 [mhm.
S2 [or not
85 S4 [yeah yeah yeah.
S1 But um, if u:m, if we- we: we er, study (.) in class, the teacher can correct directly
S5 ^mm^
S1 (3) I think its better.
S2 ^yeah^ [Yeah.
90 3-5 ^mhm, yes^ [mm mm.
S6 And also you have to spend er, lot of time to listen to, like BBC (.) Yes, that is
S1 ^yeah^
S6 [you know the- BBC, that is the very standard pronunciation (.) And, and er, if
S1 [I agree ^yeah^
95 S2 ^mm^
S6 you- if you want to: stu- study the local (.) like local- local people speaking, you
S1 ^mhm^
S6 have to spend lot- a long time (3) to listen, to listen a lot [a lot of er, a lot of-
1&3 ^mm mm^
100 S2 [this kind of, a lot of
S2 (inaud.) a lot of BBC.
S6 Yes.

63
 1&3
S4
105 S1 Mm.
S4 But I think this- this good chance to get here (.) because all the teachers from
S1 ^mhm^
S4 English (.) maybe if you didn- if you- if you dont find the opportunity to stud- to
^ah^
110 1&3 er, to- to practise your English with er, with- with students, or with English
S4 people (.) you can practise your English with er, with the student he- with the
1&5 ^mm^
S3 teachers here.
S2 Mm, yes
115 All Mm mm mm yes. I heard, um, mm, for me (.) [also er-
S3 [is easy because you have <laughs>
S1 <laughs>
S2 [No:
S3 [Yes.
120 English friends. <laughs>
S1 No no no. <laughs> Um, pronunciation is very important and I heard er, the
S3 word, er, I cannot pronounce (.) mm but (.) mm, I cannot (.) [hear.
S1 ^mhm^ ^aha^ [ah::.
S5 Do you understand?
125 S3 [N- n-
S1 [Mm, pardon?
S3 I- I cannot hear the word [which I cannot pronounce (.) [mhm
S1 [ah:: ^aha^ [If- if you cannot er,
notice (.) the- the- how to er: the word pronounce (.) for example, for me (.) I
130 S2 ^mhm^ ^mm^ ^mm^
3&5 cannot erm, er, find the different betwe- between want [and wont
S4 [wont <laughs>
S1 [mm yes <laughs>
[yes, similar
135 3&5 I think its the same! [Won- won Yes, or cheap and [chip is the [same
[ye::s [mm
S2 [or chip or cheap [mhm [but you know

64
 3-5 Mm, mm.
S1 So I- I, now- now yeah, I cannot pronounce if I cannot, er, distinguish the
140 different between the word (.) could be the same thing.
3-5 ^mm::^
S3 Um, I went to:: the caf and I ordered cappuccino but er, I have got (.) cup of
tea.
All <laughs>
145 S3 Twice!

Key
S = student : = lengthened sound
(.) = pause of a second or less ^ = interjection during pause
(2) = timed pause (in seconds) (inaud.) = inaudible: lengthened sound
[ = overlapping speech <laughs> = laughter
yes/mm/yes = general agreement among
the group

65
 Appendix 9: Sample transcription of teacher interviews Teacher A

1 R Ok, Im just going to ask you about um your (.) ideas about pronunciation
teaching and its just to reflect (.) how you feel about it, what you think you do.
Its not about good practice or (.) right or wrong, its just to get an idea of
teachers perceptions.
5 T Ok
R So firstly (.) do you think its useful to focus on pronunciation in the classroom
for the students we have here?
T I do: (.) because if theyre living here they need to be understand outside the
classroom (.) and I think if you let them continue with (.) pronouncing words
10 incorrectly, when they leave the classroom theyre not going to be understand.
R Mm
T Um, however, I dont think its always necessary to focus on perfect
pronunciation. Its just so that its (2) um (3) cant think of the [word (.)

R [I-
15 T understandable.
R Yeah.
T Um, and its very rare I have to say that I do a whole lesson just on pronunciation.
R So when (.) you do (.) pronunciation, do you do it as like now Im doing some
pronunciation? [or do you- Right, ok.

20 T [no. I think (.) um (3) I tend to (.) think that

model and drilling is probab-, well, when I say model and drilling its not always
drilling as a whole class and then (.) you know, everyone together and then I quite
often just ask a student to repeat a word (.) um or: I- I give them a word thats
similar to help them pronounce it (.) um (.) but I dont say: lets do
25 pronunciation. [I dont think Ive ever said that (.) [ever
R [mm ^hm^ [yeah

a::nd so (.) do you (2) think that you include a lot of pronunciation in your
T lessons?

I something think that I dont include enough (2) um, because Im, I have to say,

66
30 Im not 100% confident teaching it (.) because Ive always found that when I (2)
say something over and over again I almost start to (.) sound strange in my head
(.) um so I sometimes feel that Im (.) not teaching them (.) exactly how it

R should

T ^mm^

35 be said (.) um so I do worry about it, I dont, its not the area that I feel confident
in (2) um: and that has been (.) since my C- like on my CELTA it was the area
that I found most difficult (.) actually including it in my lessons (2) um and all the
R way through.

Why do you think you dont feel confident with it? Do you think thats (.)
40 because of lack of preparation on CELTA o do you think its (.) difficult for you
T
to hear or:-

I think- I think sometimes I find it very difficult to hear (2) um, (2) like you know
R sometimes when you do those exercises (.) where you, you can feel, you know,

T can you feel where your- your tongue is [or, or your jaw dropping and, I find it

45 R [oh yeah

T very difficult to sort of, feel tha:t [so therefore I dont feel confident (.) um

[yeah

passing it over to the students (.) um: I- Im (.) very aware that because I dont
R feel confident about it, I dont want to give them anything that might (.) be
50 T incorrect (.) u:m so: I mean for me, I also (.) have never been 100% confident

^mm^

using the phonemic chart in the lessons (.) um I think thats just one of those
R things that you kind of (.) you know you have (.) you have things that almost are

T your (.) nemesis in a way, um and I dont know why (.) [its just one of the- one
55 [mm

R area that has been my- you know, problem um (.) I do thinks, you know, for

T example if they have the word cough [and theyre saying /kf/ and Im like

R [mhm

T its cough like coffee and then they get it right (.) [that sort of thing. I tend

60 R [mhm

67
to- R
obviously 75 T
that could
then lead
to R
problems
with
80 T
spelling
R
but its,
T
you know
(.)

85
R
T
R

90
T

^mm^ it- it- it works quite often.

So do you think not wanting to use th- phonemic chart (.) or anything e- or

R worrying about not being able to feel (.) where your mouth goes or tongue or
whatever that (.) that affects how you feel about teaching pronunciation as a
whole or do you think it just affects (.) using those particular techniques?

65 Id like to say I think its just using those particular [techniques um (.) because (.)

T [ok

R when I do teach, I find that Im getting them to say it correctly (.) just by

T repetition (.) u::m and getting them to repeat it (.) i- almost like m- model and
drilling sometimes with an individual student [just going backwards and forwards
70 until
[mhm
R
T

68
theyve and ues enough rather than (.) not having done enough [pronunciation
got it (.)things. [yes
um so IAnd doitself?
think you and tha-, I think so, and I think thats m- that maybe is wrong on my part because
mainly think maybe I dont need to always include those um (.) but sometimes I feel that they
its- I feelthat (.)would help me and they would help the students so thats how I f- but then having
that myu:m (2)said that, a lot of students dont know the chart (2) so (.) would it really, you
pronuncia if, youknow,
tion said ^mm^
technique before
using it that much, would it really be that beneficial? I dont know.
s- that
Ok. U::m (2) so (.) thinking about the students now, bearing in mind youve
teaching you
already said they come to the UK to learn, do you think theyre interested in
technique dont
sounding like native speakers of English?
s could bethink
Yes. I think most students want to sound like (.) I would say an English perso- no,
better (.) you
British person, well, they say English (.) um (.) I think (.) a lot of students dont
wi include
think that their level of English is good (.) unless they have good pronunciation,
th (.)enough
those pronun
aspects ofciation 95
it, with(.)
the
Do you
think
thats 100
m- you
^oh right^ dont
chart andfeel
with (.)you
you know,include 105
telling
them how
to use
their ^mhm^
mouths those 110
techniq

69
 nicate, they want it to sound (2) like a native
^mm^
R speaker. Ive had students say to me: I want to sound like a native speaker (.)
T um, bu- u- you know, as- as I- as- as you know (2) we have one accent [but we,
115 you
R [mm
T know, theres n- n- the northern accent, theres the Welsh, theres the American,
um (.) so from my point of view, as long as theyre understood (.) and they can
R communicate, do they need to sound like a native? Bu::t, a lot of them- thats
120 T what they want (.) thats what they want.

R ^mm^ Mm.

T Thats what Ive found any[way.

R [yeah. So (2) what (.) I wonder then, is when, if you

T think your students want to sound like a native speaker (.) w-, how do you
respond to correcting them? Do you feel, do you still only correct what you think
125 R
they need to be intelligible or do you think you [correct any (inaud.) that are-?
T
[no:: I- I- I think I do- I mean I- with the
unless
model and drilling, Im saying it (.) and Im a native speaker and Im getting
they
them to say it like me ( 2) um, although having said that, when Ive had
R sound
students (.)
T good. I
^mhm^
think

R peop- Japanese students maybe (.) that I havent understood what theyre saying (.) I
th- umjus- you just have to get it to a point where you can understand them (.) whereas
T
a lot ofsome
them ^mm^
dont students who you know what theyre saying already (.) you can help them perfect
(.) i-it.
R
its notRight.
T
sufficieThat make sense?
R nt for[Yeah.
them
[Its almost like on a scale I guess.
(.) to
Depending where theyre at.
just
T Yeah.
commu

70
Yeah.
So if150 R
theyre a T
student
that really
struggles
with 155
pronuncia
tion, R
maybe
your aim different from a student whos actually pretty good (.) and could get to that level.
is
Mm, ok. Um (.) a:nd, do you think any of your students actually- actually actively
want to keep their accent? (2) Have you ever [had a student
R
[I dont think Ive ever had a
student that has either said that or seems to think that (.) I dont think. Ive never
T
130 had a student that says: I want to sound Spanish when Im speaking English.
Mm.
Um (2) Ive had students that arent bothered about sound- a- about keeping their
R
own accent (.) um, Ive had students that want to communicate and dont mind if
T
theyve got an accent like Spanish or (.) or whatever accent behind it (.) but
135 Ive
^mm^
R
never had students actually say: I want to keep my accent (.) [does- They
T
dont
R
^mm^[ok.
T
140 mind (2) um its not a problem for them but its not that they prefer it.
R
Mm.
T
Yeah?
R
Yeah. Yeah. No no- that- thats basically (.) what I wanted to find out. U::m (.) ok
(.) a:nd (2) do y-, still thinking about students expectations, do you think that (.) a
145 lot of your students want to focus on pronunciation explicitly?
T
(2) Um (2) I- <hhh> (.) N- no. I- We:ll, Ive found that (.) a lot of students (2)
have mentioned it but not (2) they havent seemed to put that sort of- the number

71
one thingjust thats (.) whats left [to work on, kind of the icing on the cake.
(.) so (.) I-keep- [mm. And with those classes that
I haventwant sort of want the focus on communication, do you think they value pronunciation
had athe amongst (.) speaking and [grammar?
class commu160
where nicatio
theyve n dont
said: Ithey (.)
just wantthats-
to doum,
165
pronuncia wherea
tion. s if
Mm. they

Um (.)get to
Ive had(.) you
170
individual know,
s maybeupper-
say that:int or if
I want totheyre
do doing

pronuncia an e- a175
tion (.)Cambri
but maybedge
that exam,

comes they

more want
170
when they(.) to

get to aget
really their

high levelaccent
(2) umbecaus
175
cause thee their
ones sortlangua
of int.ge is so
level, theygood,

72
 T also- its not just them (.) they need the pronunciation so that they can understand
180 people.
Mm.
Um they need- they need a level of pronunciation to be able to understand
English people, because otherwise theyre like: What are you saying? <laughs>
T
<laughs>
I- yeah, so its not just them producing it, i:ts learning to understand it isnt it.
[I thinkMm.
R
so I guess. So (inaud.) sorry I dont know (inaud.) <laughs>
T
becaus <laughs>
e they
R U:m (.) a:nd (2) weve sort of (.) weve (.) covered it a little bit, I think youve
know
probably (.) given me an idea, but how do you decide if and when to correct
T that if
students pronunciation mistakes?
they
U::m
R dont
Or do you just (.) do it as-
T pronou
As and when (.) u:m I think its just, for me, its almost like an integral part of the
R nce the
lesson (.) so if youre- if theyre doing a writing exercise, theyre doing a writing
T words
exercise. If theyre doing a speaking exercise, theyre doing a speaking exercise
R well,
and if its in groups, then I might, you know, if theres one group that Ive
theyre
listened to and theres a problem, I might help that group (.) or at the end if
not
there was a-
going
to be ^mm^
T
underst something that particularly everyone was struggling with, I might say: ooh-,
R
ood (.)you know, I might write the word on the board and say w-, you know, can you
T
and- tell me what that word is. [So that I can hear what theyre saying [be- (.) um
but its(.) but then
not- [mm [mm
it surprises me cause theyll say it (.) perfectly and Im like: so why when you
were speaking did you not say it well (.) because I think when theyre talking
R
very the- theyre trying to communicate (2) theyre communicating, theyre not
T trying

R ^ok^
73
 to say it perfectly (.) but when you speci- specifically ask them one word in like
(.) a- a solitary word, theyll (.) say (.) (inaud.)
R <laughs> Ah ok (.) U:m (3) a:nd (.) what about if you do (.) decide to
185 T (.)

R ^maybe?^
sort of (.) well, do you ever decide to focus on, like you said you deal with
T pronunciation as and when it comes [up, do you ever think (.) ok, no I think

R were

190 [yeah

T going to focus on this aspect of pronunciation today (.) and if you do, how do you

R decide (.) what features to focus on?

(2) Mm:: (3) um: let me think about that one. Er-

T Or even in a mingle or something, if (.) if something comes up, how do you

195 decide whether or not to draw attention to it?
Um::, I think- if its (.) if its a- an individual (.) if theyre doing mingling, yeah
(.) if theyre, if theyre- a mingling activity and I can hear one student saying
something (.) and Ive hear them a couple of times say it incorrectly (.) then I
might just /say/ you know, get their attention, say it to them (.) individually or go
200 up to them and say it individually. If theres something that is proble- seems
problematic for a lot of the- or the whole class, then in the class feedback at the
end (.) I might bring it up together with the grammar and the vocabulary. I might
(.) you know, if theres a specific word or something (.) um and I might ask them
R you know, say: you say it. You say it. <points> I dont know, say: Kanako and

205 T (.) Carlos and (.) Jorge and then all together (.) model and [drilling really, but as
I said, I do (2)

R [mm

T I th- I do include pronunciation, but I think (.) because I (.) dont specifically say:
right, Im going to do that pronunciation (.) [I dont always think of it as (.)
R
210 [mm
T
[pronunciation (.) um so I know I include it because I quite often (.) get the
students
R
[yeah.
T
R

74
to r-^yeah^
repeat
words 245
back to
me and^yeah^
say it to215
each other
R
(.) but I
dont (.) T

sort of R
think (.) T
220
this is R
pronuncia
tion (.)
so I think T
its just R
kind of225
T
cu- it- its
R
part of
T
everythin
g
230
R
T
R
^yeah^
(2) u:m T

so I- so I- R
235
I include T
it (.)
but I-
because I R
dont (.) T
think 240
R
thats a
T

75
R pronou [I think it de-
T ncing say it?
someth I think for me it probably depends on the level of cla- of student.

R ing Right, ok.

incorre
Because if theyre (2) I mean Ive recently taught some here (.) a cou-, you know
ctly, o:
pronuncia some girls in (.) whod- advanced (.) and I think from them, its (2) be- to try and
its
tion perfect it (.) whereas (2) lower down, its probably (2) more (.) so that they can
proble
lesson. be
matic,
Mm. ^mm^
is that
Sometime understood (.) um: (.) because you know if someone says a word and I dont
(.)by
s I think I know
incorre
dont ^mm^
ctly, do
include it
you what theyre saying (.) whats the point of them saying that word? Um (.) so if
enough ^mm^
mean
[al-
(.) thatthey can- but someti- you know if they can, if- after, you know, model and
although
(.) theydrilling it for a bit, they get there (.) and they can get to (.) where we are then
(.) you
cant great, but if not, its just to be understood.
know,
be Mm.
does that
underst And I think it depends on the student (.) and obviously different nationalities (.)
ood? ^mm^ ^mm^
Or do
find it easier (.) than others (.) u:m (.) so not generalising but (.) you know,
you
you
mean
^mhm^
they
[right might have a, I dont know, a Chinese student that really struggles with a word so
just,
[you just want them to make sure that they can say it, and be understood (.)
make (.)its
whereas
[sense? [its
[mm ^mm^
not
[yeah. ye-how if you have, I dont know, um (.) I dont know, a Spanish student (2) and (.) they

ye- yeah.wed say it well, you- you ca get it so that theyre almost perfect so I think it just

So, if um depends

(.) you
think s-
theyre 250

76
 (.) yeah?
T ^mhm^ Yeah, ok. Thank you. Um a::nd (.) ok, how do you
R find working on pronunciation in multi-lingual classes? Do you find it easy or

T difficult to (.) um (.) deal with different students having different ( 2)

255 [problems
[I think-

R with pronunciation?

T I dont think thats a problem because you can (.) again, if youve got um, pair
activities or minglings, you- or- or even if its a whole class activity, you can (.)

260 go up to an individual student ( 2) and when youre monitoring a mingling

R
activity,
T
^mm^
R
T you can (.) you know, if theres a Japanese student thats saying recent-
recentry (2) um then you can help them individually while everyone else is
getting on with
265 R
^hm^ <laughs>
T
it (.) cause a Spanish student or Italian student doesnt have that problem [so
R
[mm
T
theres no point (.) focusing on that sort of point with twelve students when its
only (.) a problem that two of them have.
270
Mhm.
Um, so I dont think its a problem really (.) um and I- and in- in a way I think
its

R ^ok^

275 T quite nice (.) because if a- Ive taught a lot of mono-ling- mono-lingual classes (.)

R um (.) mainly Spanish (.) mono-lingual classes, and (2) they (.) are almost like:
well, my partner can understand me, but of course your partner can understand
T
you because theyve got the same native language (.) whereas h- a mu- multi-
lingual class here, they make more of an effort to be understood, because its
R
harder (.) um, so if youve got two Spanish together, theyll be like: I said it
280 T
and I said:
on the
^mm^
R student
well, your partner understood you, but I didnt.

77
Mm. the
So itspronun
because ciation, 310
the I think,
partner gets
has thatbetter.
accent as
R
well, so
T
theyd say
it the
R
same way285
(.) T
whereas if
youve R
got a T
Spanish
290
and a (.)
Japanese
(2) they R
have to T
make R
[more of 295
T
R

R
300
T

[yeah
305
an effort T

(.) and R

therefore

78
T you dolingual- Im saying Spanish just because thats what Ive had more experience
R pronun of, um, abut if youve got, you know, ten Spanish students (2) theyll probably

T ciation think: well, everyone- Im- everyones understanding me.

with Mm.
them, Im like: well, ye:s, but not really (.) um, theyre understanding you because
R
they (.) they
T
^yeah^
Yeah, so
(.) ye- so s- theyre saying it [exactly the same (2) whereas, you know, if they- I then say:

multi- [yeah.
lingual right, ok (.) somebody from, I dont know, China o:r (.) S- I dont know,
actually somewhere, comes in, they w-, theyre not going to [understand you (.) so I
makes think
them [mm
make in a way, multi-ling-, a multi-lingual, even if none of, you know, obviously
more of theyre all (.) none of them are native English speakers, but a multi-lingual class
an effort can actually help each other, I think.
^pay
(.)
more Mm. So, bearing in mind youve (.) already sort of said that you integrate it in
[attenti your [lessons and things, but also taking you back to the beginning a little bit,
on.^ where you
[yeah

[pay- said perhaps you dont do enough, would you like to spend more time on
yeah. pronunciation in your lessons?
Becaus (2) U::m (3) if it helped them.
e a- inMhm.
a (.) Um (.) I mean Ive heard people say you shouldnt just focus on, you shouldnt
Spanis just have an hour- a um, an hour and a half lesson on [pronunciation cause
h theres
^I think
class- [mm
so^
a- no point (.) um (.) and you should try and mix it with other stuff, which I do
which,
who-, already,
also
you
perhaps
know,
means 315
mo-
that when
mono-

79
 R think that sometimes (2) I- I- I do the pronunciation, but maybe dont keep it
T going enough because (2) Im a little bit uncomfortable with it, to be honest.
Ok.
320 R Um (.) I mean you hear people say model and drilling can sound patronising
T sometimes (.) and I think it can (.) although when Ive done it and Ive

R persevered

T ^mm^
with it, they seem to quite like it, [the students (.) um, so I think- I think I would

325 R [mhm

T (.) but I would maybe put it (.) in the lessons as much as I do now, but for longer

R (.) sections (.) if that makes sense.

T ^yeah^ Yeah, yeah. So youd sort of (.) [see it

through
R
330 ^so^[Id still-
a bit more.

T Yes, [exactly, exactly (.) and Id (.) yeah, Id persevere with it a bit more.
[yeah, ok.

R So that comes down to how comfortable you feel with it, do you think that your
teacher training (.) adequately prepared you for dealing with pronunciation?
335 T
(.) Um, when I did my CELTA (.) and the Diploma (.) I found that- I found the

R pronunciation sections (.) almost the most interesting because it was quite new (2)

T ^mm^
um: I think it (.) the CELTA, it was um (2) it was a start because Id taught before
[but I hadnt taught it (.) how I saw it on the CELTA (.) a:nd (.) I think it was a
340 R
start
T
[mm ^mm^

R but I think (.) the problem is (.) you have it on the CELTA (.) and then, youre let
go (.) and I think pronunciation for me, and I imagine for quite a few people, is
T
the
345 R
^mm^
T
sort of thing that it would be very helpful to have (.) almost like a- you know, a
regular (.) workshop (.) um, because, grammar I can look up in my grammar
but I
books
(.) do
80
 350 T
^mm^ R
^mm^ T
(.) u:m,
vo- an- R
things like
355 T
that, it-
R
you know,
T
exercises,
I can-,
but, I R

think 360 T

^mm^ R

pronuncia T

tion is, if
someone R
gets you365
involved
and gets
you T
excited
about it, I370
find, you
know, it
kind of R
spurs you T
on a bit (.)
375 R
and I
T
think
R
pronuncia
T
tion is one
R
of those
skills that- its- (2) its active isnt it [its- its- you need to do it to practise it.
R
[yeah
Mm.

81
And pronun one of them, Im like: this is great, I [love
theres ciation, [yeah [yeah
very little it! and afterwards for a little bit, Im like: Oh I can do that, I can do that (.)
that you but
can do s- ^yeah^
[sort of on
then it kind of wears off a little bit (.) and I think its one of those things that, for
your own.
me, I need to keep up (.) in order to (.) keep it going (.) in my teaching (.)
So, for me
yeah.
(.) I think
^yeah^ ^ok^ ^mhm^
[yeah
Is there (.) anything else that you would like to (.) talk about relating to how you
might
feel about pronunciation or how you think students fee- anything else at all that
be (.) a
you thinks worth (.) [probably mentioning?
good
[Im probably just going to repeat myself actually (.) um but (.) I
idea?
would just say again I (.) I- I enj-, when I do it, I enjoy it, but Id like to feel (3) I
[mm Um,
dont know if it is a confidence thing cause I think for me its just (.) I do- I- I- I
if therebut
have it in the lesson but because I hear other teachers say: ooh, Im going to do
was then
jazz chants and Im going (.) I fo- I get the impression that a lot of teachers
anything when
have
that IIve
^mm^
could watche
a pronunciation lesson (.) and therefore maybe I feel a little bit ina- inadequate
choose tod (.),
with
have which
training ^right^
you
on (.)went tothe pronunciation (.) but then I know that I include it (.) throughout lessons (.)
regularly, too, and
it wouldum, ^yeah^ ^mhm^ ^mhm^
be that. Hanco I dont know which is better.
Mm, sock (.)Ok.
almost Mark 380
like, even[Hanco
a post-cks
CELTA talk (.)
extension every
[kind of-time I
385
on go to

82
 R maybe both are (.) I dont know (.)
^yeah^
T um, so is it better to have a whole lesson just on pronunciation? Or is it better to
R just sort of include it as yo- you know, every lesson that-, as you go along? [I
T dont
390
[Mm
know. Um (.) but I dont think there is- I dont think theres anything else (.) that
I can think of (.) Ill probably think afterwards of something to say.
^mm, ok^
Well, you can always tell me and Ill quickly point the dictaphone at you!
<laughs>
<laughs>
Key
Thank you very much for helping me.
T = teacher ^ = interjection during pause
Youre very welcome.
R = researcher (inaud.) = inaudible: lengthened sound
(.) = pause of a second or less <laughs> = laughter
(2) = timed pause (in seconds) <points> = gesture pointing at somebody
word = stressed word /word/ = whispered
[ = overlapping speech <hhh> = sigh
: = lengthened sound
Names of students referred to by the interviewee have been altered.

Um,
you
T
know,
R
I don-
T
maybe
neither
R
s
T better,

83
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