Role of Pronunciation in the Facilitation of Teaching and Learning English as a Second Language in Secondary Schools

Abstract

The role of pronunciation in teaching and learning English as a second language (ESL) has garnered increased attention in recent years, as educators recognize its significant impact on students’ language acquisition and communication skills. This paper x-rays the place of pronunciation in actualizing effective teaching and learning of English as a second language (L2) in Nigerian secondary schools. The need for pronunciation teaching for effectiveness of English language is discussed in terms of intelligibility in pronunciation, the need for pronunciation in the effective teaching of English as an L2, factors influencing the learning of pronunciation and activities to improve learners’ pronunciation. It also identifies the impediments to the effective teaching of pronunciation such as: the native language versus second language factor, linguistic homogeneity and heterogeneity, exposure, motivation and attitude, and age of the learners. Ultimately, offers recommendations for addressing these issues and underscores the critical role of pronunciation in facilitating effective teaching and learning of English among ESL learners in secondary schools.