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Integrating Form and Meaning in L2 Pronunciation Instruction

Isaacs, T; (2009) Integrating Form and Meaning in L2 Pronunciation Instruction. TESL Canada Journal , 27 (1) pp. 1-12. 10.18806/tesl.v27i1.1034. Green open access

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Abstract

One of the central challenges of ESL teaching is striking the right balance between form and meaning. In pronunciation pedagogy, this challenge is compounded because repetitive practice, which has been shown to enhance phonological acquisition and promote fluency, is widely viewed as being incompatible with communicative principles. This article provides a brief historical background for modern pronunciation pedagogy (from World War II to the present) as part of a backdrop for understanding the current disjuncture between pronunciation and communicative language teaching. A discussion on form-focused instruction, its applicability for pronunciation pedagogy, and challenges in implementation follows with reference to a recent article that presents evidence for the appropriateness of a communicative instructional framework for teaching L2 pronunciation (Trofimovich & Gatbonton, 2006). Finally, a communicative activity that encourages repetitive practice while integrating pronunciation with other components of language use is proposed.

Type: Article
Title: Integrating Form and Meaning in L2 Pronunciation Instruction
Open access status: An open access version is available from UCL Discovery
DOI: 10.18806/tesl.v27i1.1034
Publisher version: http://dx.doi.org/10.18806/tesl.v27i1.1034
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1560923
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