Teachers attribute students' lack of pronunciation progress mainly to instruction and practice factors rather than learner factors¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? In the survey, more than half of teacher responses (56%) about reasons preventing pronunciation improvement concerned the amount and effectiveness of instruction, practice, and interaction, while another 40% blamed the learner. → Darcy 2018

Evidence¶

Darcy 2018¶

Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal, 30(1). doi:10.5070/b5.35963

q2 · i? · theoretical · r2

Categorization of open survey responses summarized in Figure 2, which plots the proportion of responses in each category teachers gave as possible reasons for preventing pronunciation improvements; "More than half of responses (56%)" concerned instruction, practice, and interaction, and another 40% blamed the learner.

"More than half of responses (56%) were related to the amount and effectiveness of instruction, practice, and interaction (blue shading)."

Discussion¶

Related Claims¶

• Amount of ASR practice (days per week, session length) showed no observable difference in pronunciation improvement — related
• Absence of focused pronunciation assessment within the CLT framework hinders monitoring of learners' pronunciation progress — related
• ESL teachers in Bangladesh lack adequate pronunciation-instruction training, leaving them unprepared to teach pronunciation — related
• Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone — related