A COMPARISON OF TWO DIFFERENT APPROACHES IN TEACHING AND ASSESSING YOUNG EFL LEARNERS’ PRONUNCIATION

Danica M. Jerotijević Tišma

Abstract


The present study aims at comparing the effects of the application of
various carefully selected techniques of the two distinct teaching approaches,
Communicative Language Learning and Kagan’s version of Cooperative
Language Learning, on enhancing young Serbian EFL learners’ pronunciation
of allegedly problematic sounds, such as interdental fricatives /ð/, /θ/ and
approximants /r/ and /w/. In order to answer the proposed research questions
a preliminary quasi-experiment was conducted in which the aforementioned
techniques were applied consistently for three months during the private English
lessons to twelve nine- and ten-year-olds, who have been learning English for
almost four years. The possibilities for the assessment of pronunciation were
further explored by examining the teachers’ views regarding which applied
approach facilitated more appropriate evaluation of the learners’ pronunciation
of target sounds. The findings of pre-test and post-test examinations were
analysed, and the results show positive effects in favour of Kagan’s Structures.
Even though the present study can be regarded as a pilot study due to a
relatively small number of participants, based on the findings of the conducted
investigation, suggestions are provided to teachers for the reintroduction of
the slightly marginalized segment of EFL teaching, i.e. the almost entirely
neglected phonetic instruction.


Keywords


EFL pronunciation, young learners, communicative, cooperative, assessment

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References


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