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This follow-up study reexamines the state of the teaching of pronunciation in ESL classes across Canada. The purpose of the survey was twofold: to gain a snapshot of current practices and to compare this with the picture of 10 years ago. We based the current work on Breitkreutz, Derwing, and Rossiter’s (2001) survey asking teachers about resources, approaches, and beliefs about teaching pronunciation. We also asked for background information about the instructors’ formal education and teaching experience. For the most part, instruction in pronunciation in Canada has not changed substantially in the last decade. More training opportunities are available, although these are still not enough according to many of our respondents. The number of pronunciation courses offered in English-as-asecond-language (ESL) programs has also increased. Teachers’ beliefs about pronunciation instruction remained largely the same, with a similar focus on suprasegmentals and segmentals. However, we did find a slight difference in how teachers approached these two aspects of pronunciation. Ten years ago, teachers reported emphasizing both aspects in class, whereas today there seemed to be a slightly greater focus on segmentals. Finally, we offer several recommendations for TESL programs, ESL programs, and ESL instructors.
Foote et al. (Wed,) studied this question.
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