Pronunciation has historically been ‘misdiagnosed’ within ELT, constantly suffering from a so-called ‘Cinderella syndrome’: neglected, relegated to a bridesmaid role or ignored altogether as a key language skill. This marginalisation can be attributed to various factors, including: different methodologies and approaches to language teaching; lack of adequate training on pronunciation instruction; curriculum and time constraints; low confidence in pronunciation skills among many teachers; and learners’ diverse social, cultural and educational contexts. However, in recent decades, renewed interest and advancements in research on pronunciation instruction have sparked a promising recovery (Levis, 2022; Derwing & Munro, 2022:147–159) – as Levis . . .
---------------------------
This content is available to Modern English Teacher subscribers. If you have a subscription, please log in below, or start your subscription today.
---------------------------
