PRONUNCIATION

PRONUNCIATION

1. RICHARD SCHMIDT (LINGUIST)

   • define pronunciation as the way certain sounds are produced. Pronunciation emphasizes the way sounds are understood by the listeners. They continued that pronunciation is a significant part of English because mispronunciations make it difficult for listeners to understand the meaning of sentences correctly.
   • Richard Schmidt (1941-2017) was a professor emeritus of the Department of Language Studies, University of Hawaii. His chief research interests were cognitive factors and affective factors in adult second-language acquisition, and he was most known for developing the noticing hypothesis.
   • He was the president of the American Association for Applied Linguistics in 2003, and most recently served as a senior consultant for the National Foreign Language Resource Center at the University of Hawaii at Manoa.

2. POURHOSEIN GILAKJANI

   • According to (Abbas Pourhosein Gilakjani 2016) Pronunciation is learnt by repeating sounds and correcting them when produced inaccurately. When learners. Start learning pronunciation they make new habits and overcome the difficulties resulting from the first language
   • Abbas Pourhosein Gilakjani currently works at the Department of English Language Translation, Islamic Azad University of Lahijan. Abbas does research in International Education, Educational Theory and Educational Technology. Their most recent publication is 'English Pronunciation Instruction: Views and Recommendations'.
   • EFL language learners have a lot of problems in their English classes at all levels. They find their classes not so easy, tedious.However, they try very hard to do well in the final exams which they are pressured to perform well. In order to do well in these exams they have to memorize a large amount of their textbooks.

3. JOAN MORLEY

   • According to the author Recent discussions of “pronunciation” teaching principles have examined a number of important rationale issues including: questions of whether pronunciation should (or can) be taught and, if so, what should be taught.
     • The teachers say that the only classroom choice available is one between teaching pronunciation as articulatory phonetics or not teaching pronunciation at all.
       • The intention is to approach the topic of pronunciation teaching with this spirit of optimism, devoting one section to a search for signs of changing patterns and agents of change over time
       • In Conclusion Instructional strands found in many innovative programs, with a multidimensional look at the pronunciation teaching process.

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