Factors Affecting Pronunciation for Adult Second Language Learners in Tennessee

Abstract

The purpose of this study was to explore the factors affecting the skill of pronunciation of Adult Second Language Learners from the perspective of U.S. teachers in Tennessee. The English pronunciation teaching survey results in Europe show unusual phenomena, despite shortcomings in teachers’ performance in teaching pronunciation. Most of the respondents were English language learners, and most of them rated their mastery of English pronunciation favorably. However, most thought they had little or no training in teaching pronunciation, which presents the question of how teachers are coping with this crucial aspect of language teaching. Data were collected via semi-structured interviews and focus group interviews with 10 teachers adopting a qualitative approach. Findings showed teachers’ experiences with teaching pronunciation to adult second language learners. Teachers explained they are motivated to become teachers of the English language, described their teaching style, shared challenges that can be encountered teaching pronunciation, the objective of teaching pronunciation, and their experiences in teaching pronunciation in a class that interrogates students from various countries.