THE IMPACT OF EXPLICIT PRONUNCIATION TRAINING ON THE ACCURACY OF INTERMEDIATE EFL LEARNERS
Abstract
In foreign language environments where exposure to actual input is restricted, pronunciation is still one of the most difficult aspects of learning a second language. Modern language pedagogy is dominated by communicative approaches; however pronunciation is often taught implicitly rather than systematically. This study examines how explicit pronunciation instruction affects intermediate EFL learners' pronunciation accuracy. The study used a quasi-experimental pre-test/post-test control group approach, drawing on theoretical frameworks that highlight the importance of conscious awareness in language acquisition. Thirty university students in their intermediate years were split into experimental and control groups. For four weeks, the experimental group was taught in an organized manner with an emphasis on intonation patterns, minimal pair discrimination, articulatory explanation, phonetic symbols, and stress placement. The two groups' post-test performance differed significantly, with a considerable impact size, according to statistical analysis. According to the results, phonological accuracy and intelligibility are both increased by specific pronunciation training. The study offers empirical evidence in favor of including targeted pronunciation instruction into EFL classes.
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