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Pronunciation Teaching Practices in Canada

Article  in  TESL Canada Journal · October 2001

DOI: 10.18806/tesl.v19i1.919

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Pronunciation Teaching Practices
in Canada
Judith A. Breitkreutz, Tracey M. Derwing,
and Marian J. Rossiter
We surveyed 67 ESL programs in Canada to determine to what extent pronun-
ciation is taught and which resources are most often used. The survey also
requested demographic information about the respondents and their ESL pro-
grams, classes and students, methods ofteaching, and participants' attitudes. The
respondents from approximately half the programs offer stand-alone pronuncia-
tion courses, and the balance reported that they integrate pronunciation teaching
in their general ESL classes. The majority of respondents said that it was impor-
tant to teach pronunciation at all levels, although few teachers have special
training in this area. Resources preferred by the participants are discussed with
regard to their emphases on segmental and suprasegmental aspects ofpronuncia-
tion.

Par Ie biais d'un sondage, les auteurs ont etudie 67 programmes d'ALS au
Canada dans Ie but d'evaluer dans quelle mesure on y enseigne la prononciation
et de determiner a quelles ressources on a Ie plus souvent recours. De plus, Ie
sondage a permis de recueillir des donnees demographiques ainsi que de
['information sur les programmes d'ALS (cours, etudiants, methodes
d'enseignement et attitudes des participants). Les reponses indiquent qu'environ
la moitie des programmes offrent des cours integraux (autonomes) de prononcia-
tion; ['autre part consiste en des programmes dans lesquelles la prononciation est
integree aux cours generaux de ALS. La majorite des repondants ont indique
qu'il etait important d'enseigner la prononciation it tous les niveaux, meme si peu
d'enseignants avaient la formation necessaire pour Ie fa ire. L'article inclut une
discussion des ressources que preftrent les participants par rapport a
!'importance qu'elles accordent aux aspects segmentaux et suprasegmentaux de
la prononciation.

This study was initiated to determine to what extent the recent renewal in
interest in pronunciation that is reflected in research and teacher resource
books is also evident in classroom practice. The inception of a Pronunciation
Special Interest Group in TESOL, the rise of "accent reduction" courses, and
a variety of new student materials in both book and CD-ROM format point
to the reemergence of pronunciation in the English as a second language
(ESL) classroom. However, our own anecdotal experience suggested that

TESL CANADA JOURNAUREVUE TESL DU CANADA 51

VOL. 19, NO.1, WINTER 2001
many teachers are uncomfortable dealing with pronunciation, particularly
given the multilingual nature of most ESL classes. Most of the instructors of
our acquaintance have not had any specific training for the teaching of
pronunciation; neither have they had much in the way of linguistic training
in phonetics and phonology. Those who have had relevant coursework may
have focused on basic skills (e.g., learning to recognize suprasegmental and
segmental elements), but have not taken pronunciation-specific courses that
focus on pedagogy (Murphy, 1997). These factors, in combination with the
popularity of "pronunciation technique" workshops at ESL conferences, led
us to wonder to what degree people actually incorporate pronunciation
instruction in their classes.
The advent of the communicative approach to language teaching marked
the decline of pronunciation instruction. This was due both to an increasing
emphasis on input-based instruction and to the perception that pronuncia-
tion issues were related more to accuracy than to communication. Although
the communicative approach represented an advance, it eventually became
clear that there are some aspects of English that are not influenced by input
alone. Schmidt (1995), in a comprehensive survey of psychological studies,
has argued that second-language (L2) learners need to have their attention
drawn to specific characteristics of a language if they are to make changes in
their own productions. Although several studies have examined the role of
instruction on well-defined grammatical structures (see Spada, 1997, for a
review of the focus-on-form literature), only recently have there been studies
that explore the effects of pronunciation teaching. Studies by Macdonald,
Yule, and Powers (1994) and Derwing, Munro, and Wiebe (1997) suggested
that pronunciation instruction can have an effect. Elliott (1997) and Derwing,
Munro, and Wiebe (1998) conducted studies that indicated that segmental
instruction may not transfer to spontaneous speech; the latter, however,
found that suprasegmental instruction had a significant effect on listeners'
impressions of the comprehensibility of spontaneously produced speech.
Many teachers and teacher educators have recognized that some L2 students
need direct assistance with pronunciation: for the last two decades, consider-
able numbers of people have come out of communicative classrooms who,
despite large vocabularies and good comprehension skills, have difficulty
making themselves understood.
Most current teacher references such as Avery and Ehrlich (1992), Celce-
Murcia, Brinton, and Goodwin (1996), Morley (1994), and Pennington (1996)
are designed to provide ESL instructors with guidance in the teaching of
pronunciation. Notably, these books take a departure from earlier texts in
that they place more emphasis on suprasegmental aspects of speech (rhythm,
intonation, stress), which are perceived to be more important from a commu-
nicative point of view, than on segmentals (individual consonants and
vowels), which were the primary focus of earlier works. Many new resources

52 JUDITH A. BREITKREUTZ, TRACEY M. DERWING,

and MARIAN J. ROSSITER
 intended for use in the classroom also reflect the increased emphasis on
suprasegmentals (e.g., Beisbier, 1995; Hewings & Goldstein, 1998), although
others that purport to be comprehensive actually focus almost exclusively on
segments (English Computerized Learning, 1996; Orion, 1997). As Jones
(1997) indicated in a survey of commercial pronunciation materials, most
still reflect a strong audiolingual focus despite efforts to include more com-
municative activities.
Although recent studies have shown that some adults have a remarkable
facility to produce a second language learned after puberty without a detec-
table accent, such learners are few and far between (Bongaerts, van Sum-
merin, Planken, & Schils, 1997; loup, Boustagui, EI Tigi, & Moselle, 1994), and
generally their first language is closely related to their second (Bongaerts,
1999). Extensive research has shown that the likelihood of acquiring a native-
like accent after puberty for most people is extremely slim (Flege, Frieda, &
Nozawa, 1997; Flege, Munro, & MacKay, 1995; Scovel, 1988).
Although second-language users are often able to modify their pronun-
ciation to the extent that native listeners find their productions significantly
easier to understand (Derwing et al., 1997, 1998), total elimination of an
accent is not a realistic goal. Nonetheless, given that comprehensibility can
be enhanced, it is crucial to know which aspects of an accent cause the most
problems for listeners. Anderson-Hsieh, Johnson, and Koehler (1992) con-
ducted a study that suggested that prosodic factors are more important than
segmentals. In a comparison of segmental versus suprasegmental ap-
proaches to pronunciation, Derwing et al. (1998) found that only supraseg-
mental teaching resulted in improved comprehensibility in spontaneous
speech. Although segmental instruction was beneficial when students were
asked to read sentences aloud, the effects did not appear to transfer to
spontaneously produced utterances. The authors advocated an approach to
pronunciation instruction in which segments are included but prosodic ele-
ments receive the major emphasis.
We were curious to know to what extent ESL programs incorporate
pronunciation into their curricula and which approaches they favor. We also
wished to know which materials are most popular across the country. For
these reasons we designed the survey described below.

Method
Participants
Respondents were solicited from the population of teachers and program
coordinators of Canadian ESL programs. Contacts were identified and
selected from ESL program directories that represented the English-speaking
provinces in Canada with the largest immigrant populations: Ontario,
British Columbia, and Alberta. A number of instructors and program repre-

TESL CANADA JOURNAUREVUE TESL DU CANADA 53

VOL. 19, NO.1, WINTER 2001
sentatives attending the May 1999 TESL Canada conference also volunteered
to participate in the survey; in this way we obtained some responses from
Manitoba, Saskatchewan, and the Yukon. A total of 174 surveys were mailed,
e-mailed, or faxed to ESL program representatives.

Preparation of the Instrument

We developed and twice revised the survey in the summer of 1999. The
survey included demographic information about the respondents and their
ESL programs, classes and students, methods of teaching, commercial
resources, and attitudes. The instrument was piloted by instructors in two
local ESL programs, and the comments and suggestions for clarification were
used to formulate the final draft. Question types included multiple-choice
and yes/no questions; the survey also included rating scales and an open-
ended component. According to the pilot respondents, the survey took ap-
proximately 15 minutes to complete.

Results
Of the 174 surveys that were distributed, 67 (39%) were returned. We asked
the respondents to classify their program size as small (5 or fewer classes),
medium (6-10 classes), or large (more than 10 classes). Forty-two percent of
the returned surveys were from large programs, 25% from medium-sized
programs, and 30% from small programs (the remaining respondents did not
complete this question). Respondents from 45% of the small programs, 35%
of the medium, and 46% of the large programs said that their programs offer
pronunciation in stand-alone classes. We also asked participants to indicate
to what extent they use language labs and computer labs for pronunciation
practice. Reports that audio language labs are collecting dust everywhere
may be somewhat exaggerated, but only 27% of the respondents indicated
that students use the language lab (with tape-recorders) for pronunciation
instruction. Interestingly, almost equal percentages of small, medium, and
large programs reported using computer labs (54%,47%, and 54% respec-
tively).
Most of the program representatives felt that it is important to teach
pronunciation to ESL learners at all levels: 85% thought it should be taught to
beginners, 82% to intermediate level, and 70% felt that advanced learners
should receive pronunciation instruction.

Students
Fifty-seven percent of respondents in the programs surveyed indicated that
they have students registered in LINC programs, 36% offer TOEFL classes,
22% provide bridging courses, and 34% report offering other types of classes
(e.g., business English, general ESL). The ESL providers indicated that the
majority of their students (78%) are permanent residents (immigrants,

54 JUDITH A. BREITKREUTZ, TRACEY M. DERWING,

and MARIAN J. ROSSITER
citizens, and refugee claimants), whereas 49% of programs have internation-
al students who will return to their home countries. Those students who are
placed in stand-alone pronunciation classes are selected primarily through
teacher recommendation (62%), self-selection (55%), proficiency level (45%),
and placement interview (45%) (respondents could choose more than one
answer).

Attitudes
We asked the respondents to rate their attitudes toward pronunciation using
a scale, the anchors of which were strongly agree and strongly disagree. We
collapsed the ends of the scale into agree (1-3) and disagree (5-7) categories. In
general, the majority of the respondents' opinions appear to be in line with
current research on the instruction of pronunciation (see Table 1). For ex-
ample, the majority of respondents disagreed that the goal of a pronuncia-
tion program should be to eliminate a foreign accent. They also indicated
that they believed instruction to be effective after the first few years in an

Table 1
Attitudes Toward Pronunciation

Statement %Agree %Unsure %Disagree

The goal of a pronunciation program should be to

eliminate aforeign accent as much as possible. 12 9 79
Pronunciation instruction is only effective in the first 2-3
years after arrival. 12 17 71
There is an age-related limitation on the acquisition of
native-like pronunciation. 65 6 29
Teaching pronunciation does not result in permanent
changes. 18 8 74
Some individuals resist changing their pronunciation to
maintain their L1identity. 35 9 56
A heavy accent is a cause of discrimination. 70 14 16
Pronunciation instruction is most effective in a class with
the same L1. 43 13 44
Pronunciation shouldn't be taught to lower levels. 9 5 86
Communicative practice is the best way to teach
pronunciation. 68 16 16
Drilling minimal pairs is the best way to teach
pronunciation. 16 25 59
Teaching pronunciation is boring. 8 9 83
Only native speakers should teach pronunciation. 34 12 54
The best person to teach pronunciation is a speech
pathologist. 14 16 70

TESL CANADA JOURNAUREVUE TESL DU CANADA 55

VOL. 19, NO.1, WINTER 2001
English-speaking country. Two thirds of the respondents recognized that
there is an age-related limitation on the acquisition of native-like pronuncia-
tion, yet three quarters believed that teaching pronunciation resulted in
permanent changes.
When we asked respondents how important pronunciation instruction
was for individuals of specific language backgrounds, 83% selected East
Asian languages, including Japanese, Korean, Vietnamese, Cantonese, and
Mandarin. The next largest grouping included Punjabi, Arabic, and Iranian.
Over a quarter of the respondents identified Spanish as a language group
most in need of pronunciation instruction.

Focus ofInstruction
When respondents were asked whether they emphasized mainly prosodic
features or individual sounds (segments) in their instruction, 89% stated that
they teach a combination of the two. Nine percent reported an emphasis on
prosody alone, whereas 2% taught segments only. Interestingly enough,
however, an examination of the resources that are currently being used
revealed that several of the most popular are purely segment-based (see
Table 2). When asked which aspects of pronunciation were perceived to be
most difficult to teach, 64% of respondents identified segments, 21% named
prosodic features, and 15% provided both segmental and prosodic examples.
We asked respondents to indicate on the checklist provided what the best
strategies are for L2leamers when faced with communication breakdown as
a result of a pronunciation problem. The most popular response was to focus
on troublesome sounds (85%), followed by repetition (74%), and paraphrase
(57%). Speaking more slowly was chosen as the best strategy by 42% of
respondents and speaking more loudly by 6%.
Assessment of student progress in pronunciation ranges from perception
to production tasks. Error detection, listening comprehension questions, and
"written" tests are examples of the perception tasks used to assess improve-
ment. Individual pre- and posttest recordings of spontaneous speech, oral
reading passages, interviews, informal assessments, and commercial tests
such as computer quizzes or the diagnostic test that appears in Clear Speech
(Gilbert, 1993) were used in programs to evaluate students' progress in
pronunciation.

Teachers
When respondents were asked whether most of their ESL instructors felt
capable of teaching pronunciation, 76% answered affirmatively. The respon-
dents also reported that a majority of ESL instructors in their programs do
teach pronunciation (73%), although only 30% have any pedagogical train-
ing in this area. The professional development opportunities for teachers in
these programs are somewhat limited: 79% stated that their teachers could

56 JUDITH A. BREITKREUTZ, TRACEY M. DERWING,

and MARIAN J. ROSSITER
 Table 2
Commercial Resources

Texts/CD-ROMs Author % using now %have used Primary

now used emphasis

ELLIS Master Pronunciation' CALI, Inc. 60 11 Segmental

Jazz Chants Graham 52 32 Both
Clear Speech Gilbert 50 27 Both
Pronunciation Pairs Baker &Goldstein 44 19 Segmental
Now Hear This Foley 32 25 Suprasegmental
Pronunciation Power' English Computerized 29 11 Segmental
Learning
Pronunciation Games Hancock 28 25 Both
Sounds Great Beisbier 22 16 Suprasegmental
Well Said Grant 16 11 Suprasegmental
Pronunciation Contrasts in English Nilsen &Nilsen 13 28 Segmental
Pronouncing American English Orion 11 17 Segmental.
Accurate English Dauer 11 5 Both
Pronunciation Plus Hewings& Goldstein 8 10 Suprasegmental
Speaking Solutions Mathews 6 9 Suprasegmental
Speech Works' Blackmer &Ferrier 6 3 Segmental
Manual of American English
Pronunciation Prator &Robinett 5 14 Segmental
Pronunciation Exercises for ESL Esarey 5 7 Both
Pronunciation in American English' Hans 3 3 Suprasegmental

'CD-ROM

attend conference presentations; 69% offered in-house seminars; and finally,

12% could access university or college courses. Clearly, training options are
available, but most tend to be single sessions, with few opportunities for
in-depth study.

Discussion
According to the respondents, nearly three quarters of the programs have
instructors who teach pronunciation. Although 46% of respondents indi-
cated that their programs had stand-alone pronunciation courses, the open-
ended comments suggested that in most cases the teachers included the
pronunciation instruction in a conversation class or a general ESL course.
What is not clear from the data is the degree to which teachers actually
integrate pronunciation into the regular curriculum rather than devoting
10-30 minutes each class to specific pronunciation instruction. A number of
comments suggested that there was a need for more integration of pronun-

TESL CANADA JOURNAUREVUE TESL DU CANADA 57

VOL. 19, NO.1, WINTER 2001
ciation in a communicative classroom, but there was a lack of knowledge
about how to do so. Fully a quarter of the participants who responded to the
open-ended question "Is there anything else you would like to mention
about pronunciation instruction at your institution or in general?" stated that
they feel that teachers lack sufficient training and training opportunities
(recall that only 30% have any specific training). The following quotes ex-
emplify this sentiment: "Training is minimal in too many TESL programs for
teachers"; "In general, I believe instructors need more thorough training in
this area. I certainly need more"; "We don't do enough of it because we don't
know how"; "This is the one skill area that is neglected the most both in
training courses and therefore in class"; "Generally, ESL teachers in this area
are not well trained in teaching pronunciation, and usually avoid dealing
with this subject." These results are reminiscent of those of Burgess and
Spencer (2000), who found that there is a need for more pronunciation
training for teachers in Britain; in particular, they advocated a stronger
emphasis on pedagogical approaches rather than limiting instruction to the
study of phonology.
The responses to the second research question, "Which resources are
most often used?" indicate that many programs are using computer
software, all of which is heavily segment-focused in nature, for pronuncia-
tion instruction. Some respondents expressed disappointment with the ma-
terials available to them, as noted here: ''I'm quite surprised that the ELLIS
CD-ROM doesn't have linking, syllable stress or sentence stress work on it
(therefore covered in class)." "Material is not too great or interactive"; "lack
of ... adequate materials"; "More clear, accessible, less technical'communi-
cative' resources needed." The most popular of the written materials were
Jazz Chants (Graham, 1978) and Clear Speech (Gilbert, 1993), both of which
have segmental and suprasegmental activities; these resources have stood
the test of time. However, other texts that are outdated in the light of research
findings are still used by a significant number of programs (e.g., Nilsen &
Nilsen, 1973). Moreover, neither date of publication nor title is a clear in-
dicator of the nature of the content. Pronouncing American English: Sound,
Stress and Intonation (Orion, 1997) is an example of a recent resource that
places a heavy emphasis on segments.
In answer to the third research question, "What aspects of pronunciation
are perceived to be most important?" an overwhelming majority of respon-
dents believe that a combination of suprasegmental and segmental features
is important. Interestingly, though, the same large majority felt that focusing
on troublesome segments was the best strategy for L2 learners who had
encountered a communication breakdown.

58 JUDITH A. BREITKREUTZ, TRACEY M. DERWING,

and MARIAN J. ROSSITER
Conclusions
It is evident from this study that there is a continuing need for curriculum
and materials developers to incorporate pronunciation instruction into com-
municative contexts. It is especially important, given the high numbers of
programs that regularly use computer laboratories as a component of
pronunciation instruction, that software programs focus on more than seg-
mental aspects of English. When we asked respondents to identify the most
serious pronunciation problems experienced by their students, 45% said that
they had difficulty with both suprasegmentals and segmentals, and another
9% with suprasegmentals only. Thus the CDs most often used by the respon-
dents fail to address all the needs of students in 54% of the programs sur-
veyed.
We were gratified to find that so many of the respondents favored a
balanced approach to pronunciation instruction; however, the participants in
this survey made it clear that TESL programs in Ontario, British Columbia,
and Alberta at least should provide more offerings in current pedagogical
approaches to pronunciation. The importance of pronunciation instruction
for students who need it was made clear by those respondents who stressed
the difficulties some of their learners had faced in the labor market because
of their accents. Nearly everyone surveyed recognized that the goal of
pronunciation teaching should not be to eliminate an accent, but to help
people become more comprehensible. To help teachers achieve this goal,
future research should focus on the identification of those aspects of learners'
productions that are most likely to interfere with intelligibility.
We recognize the limitations of surveys. For example, the respondents
who represented institutions may have had varying familiarity with the
classes that offered pronunciation instruction. Similarly, we do not know the
length of time that was devoted to pronunciation instruction in each. Despite
the challenges to research based on survey responses, however, we feel that
this study has succeeded in providing a snapshot of the current status of
pronunciation instruction in Canadian ESL programs. The majority of
respondents recognize that pronunciation matters, and almost half provide
stand-alone pronunciation classes. Moreover, they recognize the need for
more opportunities for inservice teacher training in this area.

Acknowledgments
We are very grateful to all the teachers and program directors who took the time to respond to
this survey. Many thanks to Leanne Floden and Derrick Millard, who participated in the design
of the survey, and to Kama Jamieson, who entered all the data. We appreciate the helpful
comments of all the reviewers. This study was partly funded by an SSHRC grant awarded to the
second author.

TESL CANADA JOURNAUREVUE TESL DU CANADA 59

VOL. 19, NO.1, WINTER 2001
The Authors
Judy Breitkreutz recently graduated from the TESL Master's program in the Department of
Educational Psychology at the University of Alberta. She presently teaches at Grant MacEwan
College.
Tracey Derwing is a professor in the TESL program at the University of Alberta. She conducts
research in the areas of native speaker-nonnative speaker communication and refugee studies.
Marian Rossiter recently completed her doctorate at the University of Alberta. She has done
extensive research on language learning strategies.

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