Learner perception of L2 pronunciation instruction

Abstract

The efficacy of L2 pronunciation instruction has received extensive interest due to its potential for informing both theory and practice in the area of instructed second language acquisition. Yet, although significant improvements in learner performance have been reported in many other studies, findings have shown that pronunciation instruction do not yield expected outcomes. The 44 current paper examines L2 pronunciation teaching from the point of view of the language learner, with reference to language models and teaching techniques and activities. A total of 157 first year English major students at a university in Vietnam were requested to complete a questionnaire in the pronunciation classes as well as their impact on learning. The survey data were analyzed and major trends were then identified. The findings reveal respondents’ expectations of the teacher as well as their perceived evaluation of the available classroom activities and teaching approaches. The paper also makes several implications regarding L2 teachers’ role in helping their students learn pronunciation more effectively.