Pronunciation Strategies for Linguistically Diverse College English Language Learners
DOI:
https://doi.org/10.14456/bej.2024.16Keywords:
pronunciation pedagogy, communicative competence, intelligibility, virtual learning processes, linguistic inclusivity, L2 acquisitionAbstract
This qualitative action research study was initiated to investigate and evaluate the effectiveness of an intelligibility and comprehensibility approach to teaching English pronunciation in an online synchronous modality. The curriculum took a three-pronged approach to include segmental aspects, prosody, and suprasegmental features. The participants included 46 first-year ESL students at an urban community college in Brooklyn, New York, with diverse language and educational backgrounds between the ages of 17 and 45. Using a targeted approach, the action steps consisted of planning, curriculum development, observation, and reflection during instruction over two semesters. The data were collected through instructor-created pre-and post-tests, semi-structured attitudinal questionnaires, structured questionnaires, elicited documents, multimodal interactions, and focus group observations. Data analysis included coding, memo writing, and a constant comparative method during open, axial, and selective coding phases. The results revealed that selectivity in course design improved the participants’ intelligibility and comprehensibility. Multi-modalities that targeted individual pronunciation needs and communicative goals actively engaged students in virtual learning. Contextualized and socially significant usage of language increased confidence.
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