Reflecting on pronunciation instruction in the Polish English classroom: Learners’ perspective

Ewa Waniek-Klimczak; Agata Klimczak-Pawlak

doi:10.18778/1731-7533.23.12

Authors

Ewa Waniek-Klimczak University of Lodz
Agata Klimczak-Pawlak University of Warsaw

DOI:

https://doi.org/10.18778/1731-7533.23.12

Keywords:

English pronunciation instruction, EFL pronunciation teaching and learning, segmental and suprasegmental phonetics in EFL, EFL learner reflections on pronunciation instruction

Abstract

Pronunciation remains a controversial aspect of English instruction, both in theory and practice, with the dichotomy between “nativeness” and “intelligibility” (Levis, 2005) directing research into the exploration of learner and teacher views as to what they want to achieve, and, consequently, which elements of the English sound system should be included in language teaching and learning. Continuing a long tradition of questionnaire studies among Polish learners and teachers of English, this paper explores the presence of pronunciation instruction in the English classroom by inviting students who have chosen English as their BA major to reflect on their experience. The total of 70 students participated in a questionnaire study in which they were asked to reflect on whether they remembered pronunciation to have been included in their English instruction at different levels of schooling, and if it was, how it was taught and which aspects they remembered to have been practiced. They were also encouraged to provide comments and to share their views on the usefulness of instruction as well as to provide recommendations for pronunciation teaching and learning. The results show that pronunciation is only marginally present in students’ learning experience, with a slight increase corresponding to the level of schooling and a growing preference for suprasegmental phonetics. While commenting on their experience, students stress the need for pronunciation practice, correction by the teacher and self-study to be included from the beginning of EFL education.

References

Derwing, T.M., Munro J.M. & Wiebe G. E. (1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48(3): 393-410. DOI 10.1111/0023-8333.00047
Google Scholar DOI: https://doi.org/10.1111/0023-8333.00047

Dziubalska-Kołaczyk, K. &. Przedlacka, J. (2008). English Pronunciation Models: A Changing Scene, (pp. 251-292). Bern: Peter Lang.
Google Scholar

Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Levey, D., Waniek-Klimczak, E., Cunningham, U., & Curnick, L. (2012). The English pronunciation teaching in Europe survey: selected results. Research in Language, 10(1), 5-27. DOI 10.2478/v10015-011-0047-4
Google Scholar DOI: https://doi.org/10.2478/v10015-011-0047-4

Hahn, L. D. 2004. Primary stress and intelligibility research to motivate the teaching of suprasegmentals. TESOL Quarterly 38(2): 201-23. DOI 10.2307/3588378
Google Scholar DOI: https://doi.org/10.2307/3588378

Isaacks, T., Trofimovich, P. 2012. Deconstructing comprehensibility: identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition. 34(3): 475-505. DOI 10.1117/S0272263112000150
Google Scholar DOI: https://doi.org/10.1017/S0272263112000150

Janicka, K., Kul, M. & Weckwerth, J. (2005). Polish Students’ Attitudes to Native English Accents as Models for EFL Pronunciation, In Dziubalska-Kołaczyk, K. &. Przedlacka, J. (Eds.) English Pronunciation Models: A Changing Scene, (pp. 251-292). Bern: Peter Lang.
Google Scholar

Jenkins, J. (2000). The Phonology of English as an International Language: New Models,New Norms, New Goals. Oxford: Oxford University Press.
Google Scholar

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377. DOI 10.2307/3588485
Google Scholar DOI: https://doi.org/10.2307/3588485

Munro, M. J. & Derwing, T. M. (1995). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 45(1), 73-97.
Google Scholar DOI: https://doi.org/10.1111/j.1467-1770.1995.tb00963.x

Pawlak, M., Mystkowska-Wiertelak, A. & Bielak, J. (2015). Exploring advanced learners’ beliefs about pronunciation instruction and their relationship with attainment. In Waniek-Klimczak, E. and Pawlak, M. (Eds.) Teaching and researching the pronunciation of English. (pp. 3-22). Berlin Heidelberg : Springer-Verlag. DOI 10.1007/978-3-319-11092-9_1
Google Scholar DOI: https://doi.org/10.1007/978-3-319-11092-9_1

Roach, P. (2004). English Phonetics and Phonology. A practical course. 4th Edition. Cambridge: Cambridge University Press.
Google Scholar

Schumann, J. (1976). Social distance as a factor in second language acquisition. Language Learning 26 (1), 135-143.
Google Scholar DOI: https://doi.org/10.1111/j.1467-1770.1976.tb00265.x

Sobkowiak, W. 2005. Why not LFC? In Dziubalska-Kołaczyk, K. &. Przedlacka, J. (Eds.) English Pronunciation Models: A Changing Scene, (pp. 131-149). Bern: Peter Lang
Google Scholar

Sobkowiak, W. 2002. English speech in Polish eyes: What university students think about English pronunciation teaching and learning. In Waniek-Klimczak, E. & Melia J. P. (Eds.), Accents and Speech in Teaching English Phonetics and Phonology (pp.177-193). Bern: Peter Lang.
Google Scholar

Suter, R. W. (1976). Predictors of pronunciation accuracy in second language learning. Language Learning 26 (2), 233-253.
Google Scholar DOI: https://doi.org/10.1111/j.1467-1770.1976.tb00275.x

Szpyra-Kozłowska, J. 2015. Pronunciation in EFL Instruction. Multilingual Matters. DOI 10.14198/raei.2016.29.16
Google Scholar DOI: https://doi.org/10.2307/jj.26932062

Szpyra-Kozłowska, J., Frankiewicz, J. & Gonet, W. (2002). Aspekty fonetyki angielskiej nauczane w polskich szkołach średnich. Zeszyty Naukowe PWSZ w Płocku Neofilologia II, 9-28.
Google Scholar

Wach, A., 2011. Native-speaker and English as a lingua franca pronunciation norms: English majors’ views. Studies in Second Language Learning and Teaching. 1(2), pp. 247-266. DOI 10.14746/ssllt.2011.1.2.5
Google Scholar DOI: https://doi.org/10.14746/ssllt.2011.1.2.5

Walker, R. (2008). Teaching the Pronunciation of English as a Lingua Franca. Oxford: Oxford University Press.
Google Scholar

Wang, X. ( 2022). Segmental versus suprasegmental: Which One is More Important to Teach? RELC Journal 53(1), 194-202. DOI 10.1170/0033688220925926
Google Scholar DOI: https://doi.org/10.1177/0033688220925926

Waniek-Klimczak, E. (1997). Context for Teaching English Phonetics and Phonology at Polish Universities and Colleges: A Survey. In Waniek-Klimczak, E. (Ed.) Teaching English Phonetics and Phonology II: Accents’ 97 (pp 5-17). Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
Google Scholar

Waniek-Klimczak, E. (2013). Teaching English Pronunciation to English majors in Poland: Selected observations. In Mańczak-Wohfeld, E. & Jodłowiec, M. (Eds.) Exploring the microcosm and macrocosm of language teaching and learning. (pp. 229-242). Kraków: Jagiellonian University Press.
Google Scholar

Waniek-Klimczak, E. and K. Klimczak. 2005. Target in Speech Development: Learners’ Views. ? In Dziubalska-Kołaczyk, K. &. Przedlacka, J. (Eds.) English Pronunciation Models: A Changing Scene, (pp. 229-249). Bern: Peter Lang
Google Scholar

Waniek-Klimczak,E., Rojczyk., Porzuczek, A. 2015. ‘Polglish’ In Polish eses: What English studies majors think about their pronunciation in English. In Waniek-Klimczak, E. and Pawlak, M. (Eds.) Teaching and researching the pronunciation of English. Pp. 23-34. Berlin Heidelberg : Springer-Verlag. DOI 10.1007/978-3-319-11092_2
Google Scholar DOI: https://doi.org/10.1007/978-3-319-11092-9_2

Wrembel, M. (2002). Miejsce fonetyki języka angielskiego w szkole - implikacje dla kształcenia nauczycieli. Zeszyty Naukowe PWSZ w Płocku Neofilologia I.
Google Scholar