Exploring the Significance of Pronunciation Instruction in EFL Classroom

Abstract

The purpose of the current study is to examine teachers and students’ perceptions of the role of pronunciation in the EFL classroom in Algeria. To achieve this objective, an exploratory case study was conducted using a mixed-method approach to investigate teachers’ attitudes and beliefs as well as students’ experiences and views regarding pronunciation and its instruction. Specifically, the study sought to explore the significance of phonetics and phonology in pronunciation instruction. Thirty third-year English department students from Salhi Ahmed University Center of Naama and three of their teachers participated in the research. Both qualitative and quantitative data collection methods, including questionnaires and interviews, were employed to gain insight into the perceptions of both students and teachers. The findings revealed that pronunciation, as well as phonetics and phonology, are considered valuable approaches to pronunciation instruction by both teachers and students. However, there were differences noted, particularly in terms of what constitutes pronunciation practice and the goals of pronunciation instruction. While many students aimed for native-like pronunciation, teachers prioritized "intelligibility" as the main goal.