Pronunciation challenges

When it comes to teaching a second language, there are some key factors that must be considered by the teacher. They influence the pronunciation achievement and the processes by which learners master a number of aspects of L2. We are talking about age, personality, sociocultural factors, aptitude, exposure, role of the L1 and attitude/motivation, according to Pamela Rogerson-Revell, author of the book English Phonology and Pronunciation Teaching.

The author says that, according to scientific studies, adults are as capable as children when it comes to the acquisition of a new language. Even though, they usually claim that it´s difficult to learn a second language. The author defends that maybe it´s due to social and linguistic factors and interference of L1, as well as neurological factors. Personality is another factor to be considered, but its level of importance is still unclear. It is more likely that a motivated student will learn more quickly than an unmotivated one. How introverted and extroverted the student is also counts when it comes to learning, in accordance with the author.

Sociocultural factors also play an important role in a L2 student. The accent is a very clear form of showing who we are and where we come from. Therefore, the fact that the student has a strong desire to preserve his/her own cultural identity may reduce his/her motivation to lose the foreign accent, says the author. About the aptitude of the student, the author states that it "hasn´t been proved either, although some teachers refer intuitively to the notion of a ‘good ear’. What may exist is a good phonological short term memory". The exposure to the new language, on the other hand, is a critical factor in pronunciation acquisition. "Conversations with a native speaker, a variety of multimedia channels such as TV, radio, DVD or online chat are crucial for the student’s development and proficiency", points the author. Suter (1976) suggested that the role of L1 would be the most important factor of influence over pronunciation achievement. It’s easy for an L1 English speaker to recognize Spanish or Russian accented English, for example. But it’s also known that teachers are the most important tool that will help neutralize this factor. If the teacher provides the student with the correct models and examples of pronunciation, the students will be able to have an intelligible accent and to communicate well.

In conclusion, the most influential key factor is the student´s attitude and motivation, in my opinion. Of course that all the factors represent an interference in the learning process at some point. They can´t be set aside, but if the student really wants to learn, he/she will make all the effort to achieve his/her goal, which is to communicate in English, regardless all these factors.

Source:  English Phonology and Pronunciation Teaching, Pamela Roger-Revell, Continuum, 2011.