RESEARCH-LED ACTIVITY INTEGRATION IN ENGLISH PRONUNCIATION CLASSES: A STUDY ON ARGENTINIAN PRE-SERVICE TEACHERS
Abstract
In the context of an increasingly globalized world, effective communication across cultural boundaries is paramount, making proficient second language (L2) users a necessity. This article presents an innovative approach to enhancing pronunciation skills in English as a Foreign Language (EFL) education, shifting the focus from achieving a native-like accent to ensuring clear and comprehensible speech. The study introduces a Research-led Activity (RLA) designed to improve phonological awareness and address the complexities of L2 pronunciation. By integrating research into the instructional process, this activity engages pre-service teachers in early-stage research and fosters a deeper understanding of pronunciation challenges. The article outlines the implementation and potential benefits of the RLA, offering insights into how it can contribute to more effective pronunciation instruction and better communication outcomes for L2 learners
Keywords:
Pronunciation Skills, EFL Education, Research-led Activity, Phonological Awareness, L2Downloads
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https://doi.org/10.5281/zenodo.13120635Issue
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Copyright (c) 2024 Martín Alejandro Rodríguez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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