Teaching English Pronunciation to ESP Learners: Basic Views and Recommendations

Adam Warchoł

doi:10.18290/rh206810-12

Adam Warchoł Maria-Curie Sklodowska University in Lublin, Poland https://orcid.org/0000-0003-2304-9125

DOI: https://doi.org/10.18290/rh206810-12

Keywords: education, pronunciation, ESP learners, segmental and suprasegmental features

Abstract

Pronunciation is an integral part of foreign language learning since it directly affects learners’ communicative competence as well as their performance (Celce-Murcia et al.). The aim of this article is to present some views concerning the pronunciation instruction of adult learners who study English for special purposes (ESP learners). Traditionally viewed as the correct production of individual sounds or isolated words, pronunciation should be regarded as a crucial part of communication, combined with classroom activities, and seen in the same light as the other aspects and skills of the English language, such as vocabulary, grammar, reading, writing, and especially listening and speaking. The overall goal for the adult ESP learner is still to develop spoken English that is easily understood, serves the learner’s individual needs, and builds a positive image as an intelligible speaker of a foreign language (Sobkowiak).

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