PRONUNCIATION TEACHING TECHNIQUES FOR NON NATIVE ENGLISH SPEAKERS
Keywords:
Pronunciation teaching, non-native speakers, segmental features, suprasegmental features, phonetic instruction, communicative approach, language intelligibility.Abstract
This paper explores effective pronunciation teaching techniques tailored for non-native English speakers, emphasizing their critical role in improving oral communication and overall language proficiency. Pronunciation instruction encompasses various components, including segmental features (individual sounds) and suprasegmental features (stress, rhythm, and intonation), which collectively influence intelligibility and comprehensibility. The study reviews both traditional and contemporary pedagogical approaches, such as explicit phonetic instruction, communicative practice, technological tools, and learner-centered activities. It further examines the challenges faced by learners due to first language interference and proposes strategies for fostering autonomous learning and pronunciation self-monitoring. The findings highlight the importance of integrating systematic pronunciation training within the broader language curriculum to enhance learners’ confidence, fluency, and effective communication in diverse sociolinguistic contexts.
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