engleski

Pronunciation activities in EFL textbooks for young learners

The thesis deals with the issue of teaching pronunciation in EFL teaching and the frequency of pronunciation activities in EFL textbooks for young learners. The work aims to research if the number and task types of pronunciation activities in EFL textbooks meet the needs of young learners. The first part of the work explains basic terms and processes connected to pronunciation: the speech production process and aspects of pronunciation pupils are trying to acquire. The second part of the work is focused on the way young learners acquire pronunciation, characteristics of young learners that affect pronunciation acquisition and methods that are used in pronunciation teaching. The third part of the work is based on the research conducted on two sets of textbooks which are used in Croatian schools in English language teaching in lower grades of elementary school. The aim of the research is to establish how many pronunciation activities these textbooks contain compared to the amount of activities focused on other aspects of language. For each grade the percentage of pronunciation activities is compared to other activities. The aspects of pronunciation on which the activities focus and task types of the activities are listed. The results show that pronunciation activities are unequal in comparison to activities that focus on other aspects of language. They are usually carried out in order to practice grammar and vocabulary and rarely focus only on pronunciation.

pronunciation; pronunciation acquisition; pronunciation activities; EFL textbooks; young learners

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