Five critical questions

In ELT, arguing against the central importance of feedback in the language learning process would be pointless. Feedback helps raise learners’ awareness of language forms, uses and meanings, guiding them to notice and address their difficulties (Darcy, 2018; Patsko, 2017; Saito, 2021:407–428). Furthermore, research has demonstrated that form-focused instruction and corrective feedback do contribute to learners’ pronunciation development (Saito & Lyster, 2012), and many students are not only willing to receive feedback on their pronunciation but also consider it important (Saito, 2021). Still, striking a balance between feedback that is too detailed or vague, too frequent or infrequent, too implicit or explicit can be challenging. That is why it is crucial to consider some questions:

1 Why do we give feedback on pronunciation?

Students need assistance in their L2 learning, particularly in noticing pronunciation features that may differ from their L1, such as vowel and consonant sounds, stress, intonation and linking sounds. Without guidance, students might perceive L2 sounds through the lens of their L1, which can potentially impact their L2 comprehension and make them unintelligible. In addition, providing feedback is what is expected of teachers; neglecting it means not fulfilling our role (Patsko, 2017).

2 What pronunciation features should we give feedback on?

According to Saito (2021), the main pronunciation features that should be taught and learnt due to their influence on L2 speech comprehensibility are:

• Word and sentence stress

For example, in compound nouns such as ‘FOOTball’ (stress on the first syllable), and sentences such as ‘I like playing FOOtball at the weekend’ (stress on the last content word to convey meaning)

• Prosody or suprasegmental features

Besides stress, this includes rhythm (e.g. content words vs. function words); intonation (e.g. rise and fall patterns); and connected speech (e.g. assimilation, elision, intrusive sounds).

• Segmentals

Vowel or consonant sounds with a high functional load, such as the /l/ and /r/ sounds, which are challenging for certain Asian learners, particularly Japanese students who struggle to differentiate and pronounce words such as ‘light’ and ‘right’

However, this does not mean that these features should be the sole focus for teachers. Task requirements, teaching context and learners’ needs, interests and objectives must also be considered to provide students with relevant pronunciation feedback (Patsko, 2017).

3 What type of feedback on pronunciation can we give?

Research indicates that the main types of feedback on pronunciation include (Darcy, 2018; Saito, 2021):

• Recasts

Student: in the fashion inDUStry

Teacher: in the fashion INdustry, yes

• Prompts

Student: in the fashion inDUStry

Teacher: Sorry. Could you say that again?

Student: in the fashion INdustry

• Explicit correction

Student: in the fashion inDUStry

Teacher: in the fashion INdustry. The stress is on the first syllable.

Saito (2021) highlights that while recasts and prompts may not disrupt the student’s flow of speech as much as explicit correction, they can be confusing. In recasts, the learner may interpret that the teacher is confirming the correct word use (‘in the fashion industry’) rather than correcting word stress (‘INdustry’). In prompts, the learner might interpret the teacher’s request as simply asking for repetition instead of indicating a possible inaccuracy in pronunciation. Conversely, explicit correction ensures that learners notice what they said (‘inDUStry’) and what they should say (‘INdustry’), realising that ‘what is being corrected is a form error and not a meaning error’ (Darcy, 2018:28). Thus, recasts and prompts can be used along with explicit correction to provide feedback; otherwise, students may not understand what to correct or why.

Alternatively, teachers can also use students’ audio recordings to give feedback or engage learners in peer feedback, such as in-class dictation or by having students listen to each other’s recordings and provide feedback as homework.

4 How often should we give feedback on pronunciation?

As often as possible! When we include pronunciation in our lesson plans and integrate it into classroom activities, giving feedback becomes a natural outcome. Rather than addressing pronunciation incidentally or only when issues arise, we should teach it systematically (Brinton, 2022:281–295). For example, this might involve focusing on word stress when presenting new vocabulary, practising pausing or chunking in preparation for a presentation, or using audio scripts to identify and review features of connected speech in an excerpt from a listening exercise.

Another important thing to consider is that feedback on pronunciation should be focused (Brinton, 2022). In other words, it should focus on a clear or specific pronunciation feature (such as articulation of individual sounds, stress, intonation or linking) rather than on two or three different things at the same time to avoid overwhelming learners. For instance, if you are providing feedback after students have discussed questions related to the lesson topic and shared their opinions, you might choose to focus on intonation in statements or in questions, drawing students’ attention to the importance of intonation in effective communication.

5 What should we avoid when giving feedback on pronunciation?

We should avoid vague language such as ‘good’ or ‘well done’. Such comments are unclear: what exactly was good? What was well done? Students need clear, explicit feedback that they can understand and use to improve their pronunciation, such as:

‘You stressed the correct syllable in . . .’;

‘It sounded clear’;

‘You should stress the content words in the sentence rather than function words, for example, I WENT to the CInema yesterday.’

(Darcy, 2018; Patsko, 2017).

We should also make it clear to students that the feedback provided addresses aspects of their speech that are unclear and could lead to communication breakdowns, regardless of their accent. It is not about sounding more American or British.

Finally, teachers should assess whether learners are applying the feedback given to improve their pronunciation. For example, at the end of the week or after a few lessons, the teacher might ask students to list three main aspects of the pronunciation feedback they remember. After students provide their lists, the teacher can review these points with them to ensure that they are on the right track. Teachers can also incorporate follow-up activities (minimal pairs, role-plays, dictations, pronunciation mazes, board games) focused on these specific areas to reinforce the feedback and monitor progress.

To sum up, providing learners with feedback on pronunciation helps them engage in real-life communication more effectively. Pronunciation directly impacts how well students can be understood by others, which is essential for their confidence and success in using the language outside the classroom. Even when there is not enough time, offering feedback on pronunciation can make a considerable difference in learners’ progress and most of them usually appreciate it.

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