COMMON CHALLENGES REGARDING PRONUNCIATION THAT STUDENTS

FROM 4TH, 7TH AND 8TH SEMESTER OF THE DEGREE IN FOREIGN LANGUAGES

FACE DURING THEIR LEARNING PROCESS OF ENGLISH AT UCO

ISABELA CUESTA GARCÍA

CAROLINA SALAZAR DUQUE

VALERIA SOSA CASTRO

UNIVERSIDAD CATÓLICA DE ORIENTE

FACULAD DE CIENCIAS DE LA EDUCACIÓN

LICENCIATURA EN LENGUAS EXTRANJERAS

RIONEGRO

2018
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CONTENT

JUSTIFICATION 3

QUESTION 5

OBJECTIVES 5

THEORETICAL FRAMEWORK 5

DEVELOPMENT 12

DATA COLLECTION METHODS 13

FINDINGS 17

CONCLUSION 19

DATA COLLECTION MATERIALS 22

REFERENCES 29
 3

JUSTIFICATION

This research paper will be meaningful to three different aspects: to the context where

the research will take place, to the formation of future foreign languages’ teachers, and to the

field of teaching and learning foreign languages.

Firstly, the results that this project may have, will be useful for the participants

because they will be able to recognize what are some common challenging aspects of their

pronunciation and this will allow them to focus their attention on how are they uttering certain

phonemes, having the opportunity to correct themselves and monitor their language process.

Therefore, learners could develop their own strategies so that they can improve their speaking

ability.

Additionally, this research project can have many benefits for those who are

interested in EFL. Besides, correct pronunciation is a very important aspect to communicate

successfully, for this reason, future teachers could use the results of this study as a instrument

to know on what to center their attention more. Likewise, this study could be a starting point

or a reference for future teachers who want to research in similar fields in their context.

Lastly, EFL teachers will also find contributions from the results this research may

get. On one hand, they could create new strategies for their courses based on the outcomes

of this study, which can benefit the learning process of their students. On the other hand, this

research could work as an evaluation process for the foreign languages program at

Universidad Católica de Oriente to gain awareness about the job they are doing and how they

could improve it. At the same time, it would enrich the process of teachers and students in
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general, as it will provide them with answers to questions they may have been asking

themselves for a long time.

 QUESTION

What are some common challenges regarding pronunciation that students from 4th,

7th and 8th semester of the Degree in Foreign Languages face during their learning process of

English at UCO?

OBJECTIVES

General Objective

To describe some challenges regarding pronunciation that pre-service teachers from General

Phonetics, Applied Phonetics and Assessment courses (2018-2) of the degree in foreign

languages face during their learning process of English at UCO.

Specific Objectives

- To analyze students’ perceptions concerning the aspects they consider they need to

improve in their oral skills.

- To describe the phonemes students find challenging to utter.

THEORETICAL FRAMEWORK

In this stage, we will describe certain concepts that are key to our research paper in

order to have a clearer view of the theoretical framework that will be taken into account when

proceeding with the data collection methods exercises during the research and findings.

To start, defining phonetics is key when we speak about English teachers’

competences regarding the speaking skill. Yule (2014), defines phonetics as “the general

study of characteristics of speech sounds” (p.27). In this case, articulatory phonetics, being
 6

“the study of how speech sounds are made, or articulated” (p.27)., is a key concept for this

research being that we will focus on phonetic aspects that are challenging for students in their

learning process of English as a foreign language, in terms of phonemes and how students

produce them.

In this sense, Sweet (1964) states that:

Phonetics is the science of speech sounds, or, from a practical point of view, the art
of pronunciation. Phonetics is to the science of language generally what mathematics
is to astronomy and the simplest phenomena of language. It is equally necessary in
the theoretical and practical study of languages (p. 4).

These definitions of phonetics are accurate because they support the importance of

this subfield of Linguistics with respect to the English learning process and it is evident in

the theory and practice.

Keeping on the same field, the concept of pronunciation has been defined by several

authors, but we decided to focus on two of them since their definitions go along with our

purpose. Dalton & Seidlhofer (1994) define pronunciation as “the production of significant

sound”, and at the same time, they proposed two reasons why it is such an important concept.

First, “it is used as part of a code of a particular language […] In this senses we can talk about

pronunciation as the production and reception of sounds of speech.” (p. 3). The other reason

they gave to the importance of this concept is that “it is used to achieve meaning in contexts

of use. Here the code combines with other factors to make communication possible. In this

sense, we can talk about pronunciation with reference to acts of speaking.” (p. 3) This latter

reason is the one in which we want to emphasize because we consider that pronunciation is

a crucial factor in order to achieve a successful communicative act, otherwise, it would be

impossible for the listener to comprehend the message that the transmitter wants to express.

In this sense, intelligibility has to do in a certain way with this aspect and later, we will see
 7

why. On the other hand, this statement is also supported by Pennigton (1996) who establishes

that

Pronunciation is a primary medium for communication of information about ourselves as

individuals and as representatives of different groups. Since it opens the way to a better
understanding of how language works and how the different aspects of linguistic and social
meaning are interrelated, an understanding of the phonology of a language is a necessary
basis for fully effective teaching of a spoken language. (p.2)

Then, when speaking about language teaching, Enligsh in this case, it is vital for

teachers to develop a good level in terms of pronunciation so they can teach the language

correctly, as well as students obtain valid information about the English language. As a

result, students will build up their oral competence accurately and, later, they can manage

language use in their professional and academic life.

Now, with the intention of having an approach to our topic which is about some

common challenges regarding pronunciation that students from 4th to 8th semester of the

degree in foreign languages face during their learning process of English in their courses at

UCO, we looked for some studies that focused on similar aspects such as pronunciation,

phonetics instruction, phonemes, word stress, etc. During the reading exercise we could find

two relevant research papers which are related to our subject of interest. Hereunder, we are

going to describe both of them.

Tlazalo and Basurto, two students from Universidad Veracruzana, Mexico,

developed a study in 2014 called: “Pronunciation Instruction and Students’ Practice to

Develop Their Confidence in EFL Oral Skills”. The questions they wanted to answer
 8

were: Do students receive pronunciation instruction in their classroom? and, Do students

who are trained in pronunciation possess confidence when producing in the EFL?

The participants were two elementary English language groups of the Language

School of Universidad Veracruzana in Xalapa. There were observed and labeled as Group

A and Group B for research purposes. Although there were 18 students in Group A and 11

in Group B, only eight students were chosen to be interviewed later on . Their ages ranged

from 18 to 20 years old. The reason behind choosing these participants was that by being

students of the lowest English level, they were very likely to have many pronunciation

problems and their teachers were also very likely to have to deal with these. Therefore, this

represented a great opportunity to observe how teachers in the BA in English language

program at Universidad Veracruzana dealt with pronunciation and the important role they

play as one of the main input sources for students to acquire pronunciation habits.

In order to collect data, they decided to use three different types of instrument: class

observation, sheets, transcriptions of semi-structured interviews, and recordings of students

reading aloud from a written text for this purpose.

The analysis of the evidence collected from class observations and the reading aloud

activity helped to find out if students, who had received some pronunciation instruction in

their EFL classes, developed confidence when producing or pronouncing words and

sentences in English. It became apparent, in the analysis of data collected through class

observations and the notes taken, that when students were asked to read a list of words, one

per student, they always used a rising intonation at the end of the word when they were not

sure about their pronunciation. They used this strategy implicitly ask their EFL teachers for

feedback or help. It proved to be a good student strategy as they immediately got what they

were looking for: either their teacher’s approval or the error correction. All student
 9

participants attributed their lack of confidence when pronouncing some words to their lack

of practice.

Finally, all participants showed awareness as to how important the existence of a

pronunciation course could be and that teachers give more instructions to their students

during the class.

The second study we looked at was about the role of training pre-service teachers in

second language pronunciation. The focus was on how cognitions about how TESL changed

on students after taking a phonology and pronunciation teaching course and how do these

changes compare to those experienced by TESL student teachers who do not receive any

specific training in phonology and pronunciation teaching.

The participants were first-year undergraduate TESL students at a Canadian

university who were enrolled in a phonology and pronunciation teaching course offered in

the fall term. The same instructor taught two groups, and both included students in a four-

year Bachelor of Education program and students in a one-year Bachelor of Education

program. Another group who received no instruction on phonology and pronunciation

teaching in their first year were recruited to participate as a comparison group. The subset of

treatment participants who were interviewed represented different age groups and birthplaces

and included native students and non-native students of English.

The data collection methods were web-based questionnaires to explore students’

cognitions before and after the theoretical portion of the TESL course in phonology and

pronunciation teaching. The second DC method was interviews, which took place after the

treatment participants finished their teaching practicum in early December and involved a

smaller sample of eight participants from the treatment group.

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The objective of the Pronunciation Teaching Course carried out during the study was

to provide students with an overview of the sound system of English organized around three

man topics: sound, word and phrase-level phonology, to demonstrate to students how

theoretical information about it can be applied to classroom teaching of pronunciation, to

help them create materials for teaching pronunciation and to provide them with an

opportunity to practice teaching pronunciation to learners of English.

Regarding the results, there were changes in beliefs about pronunciation teaching and

learning. The comparison group agreed significantly less than ESL learners benefit from

paying conscious attention to the input and becoming aware of how different areas are

produced. This agreement increased for the treatment group. Students realized that teaching

pronunciation is seriously important and phonetics is key element when teaching English.

There were also changes in self-efficacy; questionnaires showed that participants beliefs

about their knowledge of the subject matter and their beliefs about their skills as

pronunciation teachers. The treatment group’s change was greater than the comparison

group. The phonology course also helped participants become more aware of their

limitations. There was evidence about the fact that being a native teacher wasn’t necessary

to teach pronunciation and that knowing about pronunciation teaching increased participants

self-confidence with respect to their practices.

Lastly, we also found a study which was carried out in Spain during 2015 by Calvo,

with the purpose of finding out the specific problems with English sounds of a group of

Spanish learners of English belonging to different levels of proficiency. For the development

of this study a total of 25 people participated, all of whom belonged to different levels of

education and their ages ranged from 14 to 24. In total, there were seven males and thirteen
 11

females and they were all enrolled in four different educational stages: first and third year of

high school, and the third and fifth year of a BA university degree in English studies at the

University of Santiago de Compostela.

In order to collect the necessary data, three research materials took place:

- A personal interview where participants were asked to talk about a specific topic (hobbies,

sports, their ideal job) for a few minutes.

- An oral description where students described orally some pictures of a man in different

stages of a bad day in his life that were taken from a course book by Granger and Beaumont.

- An aloud reading of an EFL textbook addressed to third year high school students.

Regarding the results, they were categorized according to the research materials.

During the oral descriptions, students had specific pronunciation problems with the

consonants /r/ in all positions and /d/ and /t/ mainly in -ed endings, the differences between

the vowel sounds /æ/versus /a:/, and the diphthong /ǝʊ/. Then, during the oral description,

problems with the diphthong /aɪ/ and the distinction between /e/ and /З:/ were found. Lastly,

throughout the development of the out loud reading, the researcher was able to identify the

highests difficulties with the consonant /r/ and /d/ endings, also the distinction between /ɪ/

and /i:/ and schwa.

To conclude, we consider these studies will help us find the most accurate data

collection methods, so we can come up with better findings. Thanks to them, we also

identified the possible contributions that we may provide to the Degree in Foreign

Languages.
 12

DEVELOPMENT

Participants

12 students from the General Phonetics course 4th semester)

11 students from the Applied Phonetics course (8th semester)

20 students from the Assessment course (7th semester) of the Degree in Foreign Languages

(2018-2).

We decided to choose them for our research paper because at the beginning of the

observations we realized that the Phonetics courses were not enough as the students were not

as active as we needed to when speaking in order to collect the information related to

pronunciation aspects. Then, we agreed to observe a different kind of class, which was the

Assessment course from 7th semester, being that students were doing presentations, so they

spoke in English all the time and that was exactly what we needed to check some aspects.

The data collection methods we implemented were surveys for the General and

Applied Phonetics courses and observations for all the courses. The surveys were designed

according to the previous observations of the General phonetics class as it gave us an

approximation to evident phonetic aspects. From this method, we wanted to obtain

information about students’ ways to monitor their English pronunciation, students’

challenges when pronouncing diverse English words (open questions) and phonemes that

they considered to be difficult or easy for them (rating scale).

On the other hand, when we started observing the General Phonetics classes, we were

just centered on phonemes, but as time went on, we found out that there were more important
 13

aspects to keep in mind with respect to pronunciation, such as word stress, intonation and

manner of articulation, so we included them together with phonemes.

DATA COLLECTION METHODS

Surveys

The intention of the first question was to know if students had habits for monitoring

their speaking (pronunciation) and which ones. In the General Phonetics (GP) group, ten of

twelve students said they monitored their pronunciation through dictionaries (phonetic

transcription), imitation of videos and native speakers, lip sync and practicing with other

people who corrected them,

On the other hand, in the Applied Phonetics (AP) group, all the participants said they

monitored their pronunciation by using dictionaries, music, videos, repeating words to get

the right pronunciation, recording themselves, and practicing with native speakers who

corrected them.

The purpose of the second question was to identify if there were challenges that they

normally faced when speaking English and which ones. In the GP group, all the participants

answered they did had challenges when speaking English, like the ending of regular verbs in

simple past (ed), word stress, fluency, manner of articulation, diphthongs, vowel sounds and

pronunciation of several consonants together. They also mentioned specific words and

phonemes such as feather, future and murderer.

In the AP group, all the members considered they had challenges when speaking

English (pronunciation), for example the ending of regular verbs in simple past (ed), word
 14

stress, and they pointed out words like comfortable, hopelessness, resyllabification, strength,

development, throw, though, thought and though; and the differenciation between phonemes

like /ð/-/θ/, /ʒ/-/dʒ/, /ɝ/-/ɚ/.

In order to get the information about the phonemes students found challenging, we

used a rating scale being 5 the easiest sound and 1 the most challenging (See figure 1.). These

phonemes were selected from the features that we perceived challenging in the first

observations of the GP courses.

Easy Neutral Difficult

/ʌ/ /æ/ /ə/
/θ/ /ɝ/ /ɚ/
/ʊ/
/ʃ/
Figure 1.

Observations

When it comes to this method, we were able to identify several phonemes that

students did not consider when pronouncing different words (See figure 2).

Phoneme Word(s)

/æ/ Animals, have, family, hand, understand,

and, handle, happy, language, outstanding,

barbaric, action.

/ʌ/ Introduction, disgusting, multiple,

pronunciation, structure, done, enough.

/ə/ Disadvantage, focus, about, afraid, the,

organization, investigation, courageous,

 15

performance, structure, brutal, action,

meaningful.

/ɪ/ Development, determine, recent, recipient,

prepare.

/ɔ/ Audio, automatize, author, automatic,

audience, broadcast.

/ɝ/ First, bird.

/ɚ/ Brother.

/ɑ/ Body.

/s/ Snake, start, school, smell, specific, scary,

still, structure, sleep (students tend to add an

/e/ at the beginning of these words).

/z/ Is, disadvantage, example, choose, details,

prize.

/v/ Very, services, investigation, value,

vocabulary, of, vowel.

/ʃ/ Show, shall, wash, expression, mention.

/t/ Matter, fourteen, two.

/j/ Students, argument, invaluable, usage.

/θ/ Three, throw, through, threat.

/w/ What, one, wonderful.

/f/ Cough, enough, laugh.

 16

/dʒ/ Education, individual.

/ʒ/ Television, conclusion.

/r/ Overall, right.

/ð/ Though.

/tʃ/ Champion, such.

/h/ Holistic.

Figure 2.

Some other issues we recognized during the observations concerned diphthongs,

word stress and ending of regular verbs in simple past (See figure 3).

Diphthongs Word stress Ending of regular verbs in SP

/aɪ/ - Simultaneously, item. Development. /t/ Mentioned, walked,

watched, received, asked.

/eɪ/ - Danger, endangered, Correct. /ɪd/ rounded, started.

famous.

/oʊ/ - Go, going, so, Objective. /d/ banned.

coherence.

/aʊ/ - Countable Recent.

Police.

Details.

Upset.

Figure 3.
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FINDINGS

In agreement with the information we gathered from the surveys, we could say that

both GP and AP groups had similar results. Firstly, they coincided with some of the strategies

to monitor their speaking. These are dictionaries and imitation of native speakers (from

videos and music too). Concerning challenges they normally face when pronunciating

English words, both groups agreed on issues they have, like phonemes, word stress and

endings of regular verbs in simple past.

The GP group established that the phoneme /ə/ required more effort for them to

achieve, and the pronunciation of more than two consonants together too, while the AP

group stated that the phonemes /ɝ/, /ɚ/, /θ/, /dʒ/, /ʒ/ and /ð/ were the laborious ones.

Additionally, the GP group found demanding to utter words that contain the phoneme /θ/.

In relation to the rating scale, we found that this was the stage in which both groups

concurred the most in respect to the phonemes they considered challenging (See figure 1).

Regarding the observations, we found that, in general, students’ most challenging

phonemes when speaking are vowel sounds, more specifically these ones: /æ/, /ə/, /ɪ/, /ɔ/

and /ɝ/. Nevertheless, they also face challenges when producing consonant sounds like /s/,

/z/, /v/, /j/, /θ/, /dʒ/, /ʒ/, /t/, /r/ and /ʃ/.

We discovered that the vowel sounds are challenging in terms of differentiation,

while the consonant sounds are challenging in regard to production. This, because during

the observations we could identify that students did uttered vowel sounds correctly when

the teacher asked them to do it, but when they were speaking spontaneously, they were not
 18

able to distinguish which vowel sound was the correct one. On the other hand, we observed

that consonant sounds were not difficult for them to differentiate, but they required more

effort when producing them.

The phonemes /s/ and /z/ can be laborious being that students do not know or apply

basic rules like:

When there is a verb in present simple (third person of the singular) and the

preceding letter of the s is a vowel, we have to pronounce it with the phoneme /z/. Also,

when it comes to plurals, we must take into account the last letter of the noun in order to

know which sound is right, being aware that when the letter is voiced we use the phoneme

/z/ and when it is voiceless, the phoneme is /s/. In relation to this last phoneme, students

tend to pronounce words that start with an s as if there was and e from their native tongue

(L1) before it, like in the word snake (In this case, they would say esnake). A similar

situation happens with the endings of regular verbs in simple past, as in watched, received

or asked. We think it is due to the fact that students normally pronounce the letter e like in

their L1, which sometimes is silent or sounds /ɪ/, so they are not conscious of the different

pronunciations of each ending according to the phonetic rules.

Moreover, most of the challenges we found students have with consonant sounds,

are related to an interference from their L1 in the target language (English); these phonemes

are /t/, /r/ and /v/. Other phonemes like /j/, /w/, /dʒ/, /ʒ/ and /ð/ are demanding for them, as

these are not in their L1 so they find them new and tend to replace them with phonemes

related to their L.
 19

Furthermore, there is a constant misunderstanding related to what we mentioned

before, but in this case with the phoneme /ʃ/, since students tend to change it for the

phoneme /tʃ/ and we consider this happens because it is very common in their L1.

Diphthongs were another issue we noticed when students were speaking, as they do

not identify when they have to produce and, once again, they tend to replace the sound for

another one from their L1, for example in the word danger they would pronounce the a, as

it is pronounced in Spanish, instead of the diphthong /eɪ/, or in the words, go and so, which

they pronounce as in their L1, but actually must be pronounced with the diphthong /oʊ/.

Other related cases are evident with the diphthongs /aɪ/ and /aʊ/.

Finally, word stress was another major obstacle we could make out from our

observations. We can compare this to what happens with consonants and vowel sounds,

given that, in most cases, students have not internalized those rules which are specific to

word stress. For instance, when they find a word which works as a noun and a verb, they do

not make a distinction in their pronunciation. This happens with words like correct or

present, as these two grammatical categories have a different word stress. That is to say,

when they work as a noun, the stress goes in the first syllable, and when they work as a

verb, the stress goes in the last syllable.

CONCLUSION

As a conclusion, we said that many of these challenges students have, can be related

to fossilized errors, and that is why they normally are not conscious of them. In relation to

this, we discovered that students that are in the first stages of the degree in foreign

languages do not realize that they need to improve their oral skills. We were able to identify
 20

this when comparing students’ answers in the surveys to what we observed in their classes.

Most of the surveys stated that the majority of the phonemes are easy for them to achieve,

but we found that they are actually very demanding for them. Meanwhile, students from

higher semesters have more awareness of their challenges regarding pronunciation aspects.

To answer our research question which is, what are some common challenges

regarding pronunciation that students from 4th and 8th* semester of the Degree in Foreign

Languages face during their learning process of English at UCO? We can say that the most

common challenges are regarding vowel and consonants sounds in relation to production

and recognition like /æ/, /ə/, /ɪ/, /ɔ/, /ɝ/, /s/, /z/, /v/, /j/, /θ/, /dʒ/, /ʒ/, /t/, /r/ and /ʃ/,

diphthongs, word stress, and phonetic rules for –ed endings, plurals and verbs in present

simple in the third person singular.

Additionally, this research exercise got us closer to the subject we want to focus on

in our research project. In this sense, the data collection process helped us discover which

methods can be more accurate when gathering the information in order to come up with

clever and valid results.

To finish, we would like to make some proposals that can help overcome these

issues in the Degree in Foreign Languages. The first one is for the teachers of the Integrated

English courses to focus more on phonetic aspects since the very beginning of the degree,

so students can avoid fossilizing errors and therefore, be more conscious of their

pronunciation. Another important factor we consider is that students should try to practice

more their oral skills outside the classroom, and help each other correcting themselves each

time they make a mistake. Keeping in the same line, students should also give relevance to

the improvement of their English learning process regarding the speaking skill, by
 21

developing strategies, since the beginning, to monitor themselves when they talk. The

teacher can also foster these dynamics and, in this way, they can acquire a position of

responsibility and commitment that will help them during the whole career and professional

life, making them become not only well-trained but also ethical professionals. Lastly,

during the development of phonetics courses, teachers can work on those pronunciation

aspects that are new to the students. This means, those phonemes or rules in general which

do not exist in their native language, and that because of that, are harder to achieve.
 22

DATA COLLECTION MATERIALS

 23

Observation Format

Date: October 10th Course: General Phonetics

Words Word Stress Others

- Scary - Objective - Bilingual

- Champion - Correct - Simultaneously
- The - Development - /z/ vs /s/
- Have - Recent - /ɝ/ vs /ɚ/
- Wash - /ʊ/ vs /u/
- Thing
- Sponge
- Animals
- Usually
- Comfortable
- Part
- Investigation
- Homework
- Matter
- Recent
- Three
- Rounded
- Understand
- Bilingualism
- Brother
- Development
 24

Date: October 17th Course: General Phonetics

Words Word Stress Others

- Automatic - Present - So
- Audio - Out
- First - /ʊ/ vs /u/
- Should
- Done
- Thought
- Preparing
- Union
- New
- Vowel
- Of
- Friend
- Action
-
 25

Date: October 12th Course: Assessment.

Words Word Stress Other

- Everyone - Upset - Ed endings

- Show - Details - /b/ vs /v/
- Services - Vocabulary - So
- Things - Determine - Simultaneously
- Shall - Focus
- Outstanding - Countable
- Language - Going
- Performance - Item
- Follow
- Assessing
- Usage
- Summative
- Disadvantage
- Example
- Holistic
- Good
- Specific
- Targeted
- Develop
- Customer
- Themes
- Mentioned
- Value
- Expectations
- Meaningful
- Be
- Choose
- This
- Have
- Very
- Of
- Started
- View
- Structures
- Account
- Handle
- Language
- Students
- Requires
- Vocabulary
- Introduction
 26

- Organization
- Overall
- Rubric
- Disgusting
- Product
- Understand
- Argument
- Expression
- Pronunciation
- Body
- Focusing
- Such
- Underlined
- Coherence
 27

Date: October 19th Course: Applied Phonetics

Words Word Stress Other

- The - Award - Crime

- Is - Police - Child
- Right - Anyone - Britain
- Education - Courageous - So
- This - Anonymously - Brave
- About - Words - Famous
- Prize - Photograph - Endangered
- Sleep - Assassinate - Danger
- Feelings -
- Express
- Afraid
- Two
- Family
- Years
- Television
- School
- Eleven
- Banned
- Received
- Saved
- Quiet
- First
- Three
- Threw
- Threat
- Hand
- Brutal
- Their
- Broadcast
- Barbaric
- Spared
- Analyze
- Enough
- Strange
- Recipient
- Suppression
- Appreciate
- Steal
- Subestimated
 28

- Could
- Doctor
- Fourteen
- Multiple
- Happy
- Courageous
 29

REFERENCES

Buss, L. (2017). The Role of Training in Shaping Teacher Cognition Related to L2

Pronunciation. Ilha do Desterro A Journal of English Language, Literatures in English and
Cultural Studies, 70(3), 201-226. Retrieved from: https://doi.org/10.5007/2175-
8026.2017v70n3p201

Calvo, Y. J. (2015). The Teaching and Learning of English Pronunciation in Spain. An

Analysis and Appraisal of Students’ and Teachers’ Views and Teaching Materials. (Master’s
thesis). Universidad de Santiago de Compostela. Santiago de Compostela, Spain.

Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford, UK: Oxford University.

Pennington, M. (1996). Phonology in English Language Teaching: An International

Approach. New York: Pearson Education Limited.

Sweet, H. (1964). The Practical Study of Languages: A Guide for Teachers and Learners.
London: Oxford University Press.

Tlazalo Tejada, A. C., & Basurto Santos, N. M. (2014). Pronunciation instruction and
students’ practice to develop their confidence in EFL oral skills. PROFILE Issues in
Teachers’ Professional Development, 16(2), 151-170. Retrieved from:
http://dx.doi.org/10.15446/profile.v16n2.46146

Yule, G. (2014). The Study Of Language. New York: Cambridge University Press.