Pronunciation development in the EFL classroom: The case of Flowchase
Nowadays, it is very common to find English as a foreign language (EFL) courses the planning of which is highly dependent on a coursebook. In connection with this, many regular coursebooks on the market devote very few pages to pronunciation. In addition, if they do, they usually provide drilling ex...
| Autores: | , , |
|---|---|
| Formato: | capítulo de livro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/215204 |
| Acesso em linha: | https://hdl.handle.net/2445/215204 |
| Access Level: | acceso abierto |
| Palavra-chave: | Anglès Pronunciació English language Pronunciation |
| Resumo: | Nowadays, it is very common to find English as a foreign language (EFL) courses the planning of which is highly dependent on a coursebook. In connection with this, many regular coursebooks on the market devote very few pages to pronunciation. In addition, if they do, they usually provide drilling exercises which are meant to be monitored by the teacher. Consequently, students play hardly any active role in their pronunciation practice. At its turn, this competence tends to be underdeveloped in comparison to other skills, like grammar or reading comprehension, on which EFL courses generally focus. |
|---|