Priorities in English Pronunciation Teaching in EFL Classrooms
AbstractThis paper reports the priorities in English pronunciation teaching in Indonesian EFL classrooms focusing on the English varieties, components of pronunciation, and techniques for pronunciation teaching. The results indicated that (1) international English was valued as a more appropriate variety for Indonesian learners, (2) and that while depending on a limited range of rather traditional techniques of pronunciation instruction, Indonesian EFL teachers valued segmental features more than suprasegmental features.
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