Pronunciation Pedagogy Revisited: Voices From Omani B. Ed. Students
DOI:
https://doi.org/10.17507/jltr.1504.02Keywords:
pronunciation pedagogy, Omani educational context, students' attitudes, English language teaching, extracurricular English exposureAbstract
This article investigates the attitudes of Omani B. Ed. students towards various aspects of pronunciation pedagogy. Employing a mixed-methods approach, the study captures students' preferences for pronunciation instruction methods, their attitudes towards different English accents, the role of technology in pronunciation learning, and the influence of extracurricular exposure to English. The findings reveal a strong preference for instructor-led methodologies, the use of technology, and a focus on communicative competence. Additionally, the study highlights a preference for Received Pronunciation among students, while views on American and International accents are polarised, reflecting the complex interplay of cultural, educational, and personal factors in accent choice. The research also underscores the significant role of extracurricular exposure to English in shaping students' attitudes towards pronunciation learning and correction. The study's insights have profound implications for curriculum design and teaching methodologies in English language teaching in Oman, emphasising the need for pedagogical approaches that are responsive to students' diverse linguistic backgrounds and experiences.
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