Teaching Difficulties in Pronunciation: The Case of Oral Communication Teachers

Abstract

Pronunciation is one of the vital aspects of speaking the English language; however, literatures reveal that little is known on the difficulties of teachers in teaching pronunciation. In such light, this qualitative case study identified the teaching difficulties and coping strategies of oral communication teachers. Through the conducted interviews, class observations, and focus group discussion with students, L1 interference, lack of exposure to English language, learners’ language anxiety, and lack of teaching materials were the difficulties of the teachers. In dealing with the identified difficulties, the participants employ audio-lingual method as a coping strategy. Nonetheless, the findings reveal important issues that need to be addressed in the name of quality and excellent pronunciation instruction.