PRONUNCIATION IN EFL TEXTBOOKS USED IN SERBIAN SECONDARY SCHOOLS
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pronunciation, English as a foreign language, textbooks, Serbian schools
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Abstract
In order to gain insight into the treatment of pronunciation in the EFL classroom, we analyzed 4 textbooks that are used at the fourth grade of secondary school in Serbia and belong to B2 and C1 levels according to Common European Framework of Reference (New Inside Out, English in Mind, New Matrix and New English File). The study aims to determine the number of pronunciation activities in the corpus, the pronunciation topics that receive the most attention and the nature of instructions provided in the exercises. The analysis shows that pronunciation does not occupy much space in EFL textbooks – the average percentage of pronunciation activities in the corpus is 7,13%. Word stress, vowels and consonants are the components which have received the most attention. The textbooks do not possess specific instructions related to pronunciation, which is why the teacher’s positive attitude towards the teaching of pronunciation is of great significance. Another possibility that teachers should consider is using the integrated approach to teaching, in which pronunciation would be taught along with other language skills.
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Живановић, А. PRONUNCIATION IN EFL TEXTBOOKS USED IN SERBIAN SECONDARY SCHOOLS. ANNUAL REVIEW OF THE FACULTY OF PHILOSOPHY, 45(5), 205–216. https://doi.org/10.19090/gff.2020.5.205-216
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References
Brazil, D. (1994). Pronunciation for advanced learners of English student's book (Vol. 1). Cambridge: Cambridge University Press.
Burgess, J.–Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191-215.
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39(2), 34-41.
Chan, M. (1987). Phrase by phrase: Pronunciation and listening in American English. Englewood Cliffs, NJ: Prentice Hall.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21 (1), 46-66.
Derwing, T. M.–Diepenbroek, L. G. & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation?. TESL Canada Journal, 22-44.
Derwing, T. M.–Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Dickerson, W.B. (2010). Walking the walk: Integrating the story of English phonology. In: Levis, J.–LeVelle, K. (eds.) (2010). Proceedings from the 1st Conference of Pronunciation in Second Language Learning and Teaching. Ames, IA: Iowa State University. 10-23.
Đurović, T.–Silaški, N. (2013). An increase in imported goods, imports have increased – the role of teaching pronunciation in an ESP classroom. Romanian Journal of English Studies, 10(1), 89-98.
Gilbert, J. (2010). Pronunciation as orphan: What can be done? SpeakOut: The newsletter of the IATEFL pronunciation special interest group, 43, 3-7.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103.
Kanellou, V. (2011). The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece (Doctoral dissertation). Wales: Cardiff University.
King, R. D. (1967). Functional load and sound change. Language, 43, 831-852.
Klimenta, E. (2016). Uticaj britanskih humorističkih serija na izgovor engleskog jezika kod učenika osnovne škole (Doktorska disertacija). Novi Sad: Filozofski fakultet.
Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL quarterly, 33(1), 37-63.
Levis, J.–Sonsaat, S. (2016). Pronunciation materials. In: Azarnoosh, M.–Zeraatpishe, M.– Faravani, A. & Kargozari, H. R. (eds.) (2016). Issues in materials development. Rotterdam, The Netherlands: Sense. 109-120.
Marković, M. (2017). Information technologies in pronunciation teaching. In: Gudurić, S.– Radić Bojanić, B. (eds.) (2017). Languages and Cultures in Time and Space 6. Novi Sad: Faculty of Philosophy. 397-406.
Marks, J. (2006). Pronunciation in coursebooks again. SPEAK OUT!, 36, 33-36.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly, 25(3), 481-520.
Munro, M. J.–Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520-531.
Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ERIC Digest, 6(1), 1-7.
Roach, P. (2002). English phonetics and phonology – A practical course. Cambridge: Cambridge University Press.
Seidlhofer, B. (2001). Pronunciation. In: Carter, R.–Nunan D. (eds.) (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. 56-65.
Wells, J. C. (2006). English intonation: An introduction. Cambridge: Cambridge University Press.
Wennerstrom, A. (1999). Why suprasegmentals. TESOL Matters, 9(5), 20.
Zielinski, B. (2006). The intelligibility cocktail: An interaction between speaker and listener ingredients. Prospect, 21, 22-45.
TEXTBOOKS
Gude, K.–Wildman, J. (2007). New matrix: Upper-intermediate. Student’s book. Oxford: Oxford University Press.
Jones, C.–Bastow T. & Jeffries, A. (2010). New inside out: Advanced. Student’s book. Oxford: Macmillan Education.
Oxenden, C.–Latham-Koenig, C. (2008). New English file: Upper-intermediate. Student’s book. Oxford: Oxford University Press.
Puchta, H.–Stranks J. & Lewis-Jones, P. (2012). English in mind (2nd edition). Student’s book 4. Cambridge: Cambridge University Press.
Burgess, J.–Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191-215.
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39(2), 34-41.
Chan, M. (1987). Phrase by phrase: Pronunciation and listening in American English. Englewood Cliffs, NJ: Prentice Hall.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21 (1), 46-66.
Derwing, T. M.–Diepenbroek, L. G. & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation?. TESL Canada Journal, 22-44.
Derwing, T. M.–Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Dickerson, W.B. (2010). Walking the walk: Integrating the story of English phonology. In: Levis, J.–LeVelle, K. (eds.) (2010). Proceedings from the 1st Conference of Pronunciation in Second Language Learning and Teaching. Ames, IA: Iowa State University. 10-23.
Đurović, T.–Silaški, N. (2013). An increase in imported goods, imports have increased – the role of teaching pronunciation in an ESP classroom. Romanian Journal of English Studies, 10(1), 89-98.
Gilbert, J. (2010). Pronunciation as orphan: What can be done? SpeakOut: The newsletter of the IATEFL pronunciation special interest group, 43, 3-7.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103.
Kanellou, V. (2011). The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece (Doctoral dissertation). Wales: Cardiff University.
King, R. D. (1967). Functional load and sound change. Language, 43, 831-852.
Klimenta, E. (2016). Uticaj britanskih humorističkih serija na izgovor engleskog jezika kod učenika osnovne škole (Doktorska disertacija). Novi Sad: Filozofski fakultet.
Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL quarterly, 33(1), 37-63.
Levis, J.–Sonsaat, S. (2016). Pronunciation materials. In: Azarnoosh, M.–Zeraatpishe, M.– Faravani, A. & Kargozari, H. R. (eds.) (2016). Issues in materials development. Rotterdam, The Netherlands: Sense. 109-120.
Marković, M. (2017). Information technologies in pronunciation teaching. In: Gudurić, S.– Radić Bojanić, B. (eds.) (2017). Languages and Cultures in Time and Space 6. Novi Sad: Faculty of Philosophy. 397-406.
Marks, J. (2006). Pronunciation in coursebooks again. SPEAK OUT!, 36, 33-36.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly, 25(3), 481-520.
Munro, M. J.–Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520-531.
Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ERIC Digest, 6(1), 1-7.
Roach, P. (2002). English phonetics and phonology – A practical course. Cambridge: Cambridge University Press.
Seidlhofer, B. (2001). Pronunciation. In: Carter, R.–Nunan D. (eds.) (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. 56-65.
Wells, J. C. (2006). English intonation: An introduction. Cambridge: Cambridge University Press.
Wennerstrom, A. (1999). Why suprasegmentals. TESOL Matters, 9(5), 20.
Zielinski, B. (2006). The intelligibility cocktail: An interaction between speaker and listener ingredients. Prospect, 21, 22-45.
TEXTBOOKS
Gude, K.–Wildman, J. (2007). New matrix: Upper-intermediate. Student’s book. Oxford: Oxford University Press.
Jones, C.–Bastow T. & Jeffries, A. (2010). New inside out: Advanced. Student’s book. Oxford: Macmillan Education.
Oxenden, C.–Latham-Koenig, C. (2008). New English file: Upper-intermediate. Student’s book. Oxford: Oxford University Press.
Puchta, H.–Stranks J. & Lewis-Jones, P. (2012). English in mind (2nd edition). Student’s book 4. Cambridge: Cambridge University Press.