Factors that affect teaching English pronunciation to six year old students in a Lebanese private school in North Lebanon

Abstract

Pronunciation is an essential language skill that helps students easily communicate in the target language. Having a better understanding of the factors that account for successful second language pronunciation is then necessary for teachers who seek developing and improving their students' oral skills. After detecting some challenges in teaching pronunciation for first graders in a private school in North Lebanon, a case study is conducted―using questionnaires, semi-structured interviews, and observation checklists―to help fellow grade 1 teachers improve their daily teaching practices. The aim of this study is thus two-fold: (1) to examine the factors associated with the acquisition of second language pronunciation and (2) to explore the most effective techniques to teach English pronunciation for six-year-old students. After defining and studying the factors involved in second language pronunciation acquisition, it seems that the affective factors, individual differences, and learning styles are crucial to the acquisition of second language pronunciation―based on teachers own perceptions. Moreover, the implementation of four pronunciation teaching techniques in a grade 1 classroom reveals that applying an amalgam of techniques―multimedia, songs, drills, and games―is the building block in achieving a high level of proficiency in English pronunciation. Yet in the specific context of this research study, games appear to be the most effective technique to teach pronunciation. Games have helped students achieve a high level of oral language performance in a relatively comfortable classroom environment.