Reset of the Phonological Mindset: Analytic-Prescriptive Study

لا يوجد

Abstract

This study explores the complex relations between teaching/learning of English pronunciation, ‘presets of phonological mind-sets’ among foreign learners and teachers. This paper seeks to understand whether prior beliefs concerning English phonological pronunciation shape acquisition as well as teaching. Mixed-methods are employed by the research that includes literature analysis and semi-structured interviews of students as well as teachers. The literature review sets the stage by focusing on important issues like integrating phonology in language instruction, the critical period for phonology learning in childhood, and the worldwide English environment. Data from interviews also reveal the difficulties, techniques, as well as mindsets, which are manifest in the virtual classrooms. The study highlights how preconceived phonological orientations lead to learning effects and instructional effectiveness through a thematic style of analysis. These conclusions indicate that such attitudes affect greatly how pronunciation is taught and learned. This study provides to the context of second language acquisition with customized interventions that take into account and capitalize on those pre-existing attitudes in order to improve pronunciation teaching in online classes for English. Additionally, this research will contribute to the dialogue surrounding language teaching as well as serving a useful purpose for educationists on the design of more sensitive and useful pronunciation teaching approaches.