Is to explore the principles of material designing that can be used to teach pronunciation effectively

Researchs
There has been a significant amount of research conducted on teaching pronunciation. Some studies have focused on the effectiveness of various teaching methods, while others have explored the role of individual factors in pronunciation acquisition.
One common finding in the literature is that explicit instruction in pronunciation is more effective than implicit or incidental instruction. Explicit instruction involves providing learners with clear explanations and practice opportunities for specific pronunciation features, such as vowel sounds or stress patterns. This approach has been shown to improve learners' accuracy and intelligibility in English pronunciation (Derwing & Munro, 2015).²
Derwing and Munro's (2015) research examined the opinions of ESL teachers, teacher trainers, and researchers on the importance and effectiveness of pronunciation instruction. The study found that there is a general consensus among these groups that pronunciation instruction is important and beneficial for ESL learners.
Participants in the study believed that pronunciation instruction can improve learners' communication skills, increase their confidence when speaking, and help them to be better understood by native speakers. Additionally, participants felt that pronunciation instruction should be integrated into language instruction from the beginning and that teachers should be trained to teach pronunciation effectively.
However, there were also concerns raised about the effectiveness of pronunciation instruction. Some participants believed that it is difficult to teach pronunciation and that learners may revert to their native language pronunciation habits. Others felt that pronunciation instruction may take time away from other important language skills, such as grammar and vocabulary.
Totally, the opinions expressed in Derwing and Munro's (2015) research suggest that pronunciation instruction is viewed as important and beneficial by ESL teachers, teacher trainers, and researchers. However, there is also a recognition that effective pronunciation instruction can be challenging and that it should be integrated into language instruction in a balanced way.
Another important area of research has been the role of technology in pronunciation instruction. Computer-assisted pronunciation training (CAPT) has emerged as a promising tool for helping learners improve their pronunciation skills. Studies have shown that CAPT programs can be effective in providing learners with feedback on their pronunciation errors and guiding them towards more accurate production (Levis & Sonsaat, 2020)³.
The research conducted by Levis and Sonsaat in 2020 analyzed the opinions of language teachers and learners regarding pronunciation instruction. The study found that there is a discrepancy between the importance of pronunciation in language learning and the amount of time dedicated to it in language classrooms.
Many language teachers and learners believe that pronunciation is a crucial aspect of language learning, as it affects communication and comprehension. However, pronunciation instruction is often overlooked in language classrooms, with more focus given to grammar and vocabulary.
Participants in the study expressed a desire for more pronunciation instruction in language learning, with many suggesting that it should be included as a separate course or given more attention in existing language courses. There was also a call for more training and resources for language teachers to effectively teach pronunciation.
Overall, the opinions expressed in the study suggest that pronunciation instruction is an important aspect of language learning that is often neglected. There is a need for more attention and resources to be directed towards pronunciation instruction in language classrooms.
Individual factors have also been found to play a role in pronunciation acquisition. For example, age and language learning experience have been shown to influence learners' ability to acquire native-like pronunciation (Flege, 2020)⁴.
Based on the available information by Flege 2020, here are some possible insights on the opinions about pronunciation instruction:
- According to Flege's previous research on second language speech learning, there is evidence that some aspects of pronunciation, such as vowel quality and consonant contrasts, may be more difficult to acquire for adult learners than for children or native speakers. This could suggest that pronunciation instruction may be beneficial for adult second language learners who want to improve their accuracy and intelligibility.
- However, there may be different approaches and goals for pronunciation instruction, depending on the context, the learner's needs and preferences, and the teacher's expertise and resources. For example, some teachers may focus on explicit instruction of phonetic features and rules, while others may prioritize communicative competence and fluency. Some learners may prioritize accent reduction, while others may embrace their own accent as part of their identity.
- Additionally, pronunciation instruction may face some challenges and limitations, such as the variability of accents and dialects within a given language, the difficulty of accommodating individual differences in learning styles and motivations, and the lack of consensus on what constitutes "good" pronunciation. Some learners may also feel self-conscious or anxious about their pronunciation, which could affect their motivation and confidence.
- Therefore, the opinions about pronunciation instruction may vary depending on the stakeholders involved, such as learners, teachers, researchers, and policymakers. Some may support a more systematic and explicit approach to pronunciation instruction, while others may prefer a more flexible and holistic approach that integrates pronunciation with other language skills and activities. Some may emphasize the importance of learner autonomy and self-reflection, while others may stress the role of feedback and assessment. Ultimately, the effectiveness and relevance of pronunciation instruction may depend on the specific context and goals of language learning and teaching.

Additionally, motivation, attitude, and self-efficacy have been found to be important predictors of success in pronunciation instruction (Graham & Macaro, 2018)⁵.

The research conducted by Graham and Macaro (2018) analyzes the opinions of language teachers and learners about pronunciation instruction. The findings of the study suggest that both teachers and learners believe that pronunciation is an important aspect of language learning and that it should be taught and improved upon.
Furthermore, the study found that both teachers and learners believe that pronunciation instruction should be integrated into language teaching programs. However, there was a difference in opinions when it came to the amount of time that should be dedicated to pronunciation instruction. While most teachers believed that it should be taught regularly in every lesson, some learners felt that too much focus on pronunciation could hinder their ability to communicate effectively.
Additionally, the study found that there is a need for better training for language teachers on how to teach pronunciation effectively. Many teachers reported feeling uncertain about their ability to teach pronunciation, and some felt that they lacked the necessary resources and materials to do so.
The research suggests that pronunciation instruction is viewed as an important aspect of language learning, but there is a need for better training and resources for teachers to effectively teach it. Additionally, finding a balance between regular instruction and not overemphasizing pronunciation at the expense of other language skills is important.
One of the good research on this theme done by Jennifer Jenkins.Jennifer Jenkins is a renowned researcher in the field of teaching pronunciation and intonation. Her work has significantly contributed to the understanding and development of effective teaching strategies for these critical aspects of language learning. Some of the key opinions and ideas from her research are:
1. English as a Lingua Franca (ELF) is an essential concept in teaching pronunciation. Jenkins argues that the standard pronunciation model based on native speaker norms is irrelevant in today's multilingual and globalized world. Instead, learners should focus on developing intelligible pronunciation that allows them to communicate effectively with other non-native speakers of English.
2. The use of Suprasegmentals (intonation, stress, and rhythm) is crucial for successful communication in English. Jenkins emphasizes the importance of teaching these aspects of pronunciation as they contribute to the meaning of the message and facilitate the listener's comprehension.
3. Pronunciation teaching should be integrated into communicative language teaching. Jenkins suggests that pronunciation should be taught in context, with a focus on functional language use, rather than isolated drills that do not reflect real-life communication.
4. Teacher training in pronunciation teaching is essential. Jenkins stresses the need for teacher training programs that develop teachers' competence in teaching pronunciation and intonation. This will ensure that learners receive effective instruction and guidance in developing their pronunciation skills.
Overall, Jenkins' research highlights the importance of pronunciation and intonation in language learning and emphasizes the need for effective teaching strategies that prioritize intelligibility and communication. Her work provides valuable insights for both teachers and learners in developing their pronunciation skills.
All given researchs on teaching pronunciation highlights the importance of explicit instruction, technology, and individual factors in promoting effective pronunciation acquisition.