Teaching English Pronunciation to the Students at the Secondary Level:Practises and Challenges

Abstract

Pronunciation is one of the most significant and unavoidable aspects of teaching English language. Teaching English pronunciation, however, is the most challenging part in the EFL context in Bangladesh. Therefore, the current study investigates the practises and problems of teaching English pronunciation to the students at the secondary level of Bangladesh. Consequently, it aims to find out the reasons behind the mispronunciation of EFL learners and suggests some solutions to develop pronunciation skills for them. The participants consist of 15 non-native English teachers from three different schools in Dhaka City. The researcher employed the mixed methods research to carry out the study where a set of questionnaires, a semi-structured interview for the teachers and classroom observations were used to collect data, and then, obtained data are analysed in different processes. The major findings of the study are time limitation of class, lack of materials, teachers’ and students’ low willingness and sometimes, misconception about correct pronunciation. In addition, grammar, reading and writing parts are given more importance than pronunciation practise in the class. The researcher, therefore, suggests some authentic techniques and solutions to overcome those problems and improve pronunciation skill.