Gadds Cakes

Introduction

Pronunciation is an integral and inseparable from the second or foreign language learning because it directly affects the learners' communicative competence and performance to a large extent. Notwithstanding, the teaching of EFL pronunciation has received treatment varies from having no place in the synthesis program and the grammar-translation method to be the cardinal focus in the program of the situation and the audio-lingual method where the emphasis is on traditional notions of pronunciation, minimal pairs, exercises and mini-conversation. And with the advent of language teaching communications in the late 1960s (Richards and Rodgers, 1986), the role of pronunciation in EFL programs begun to address the questions: whether the focus of programs and teaching methods were effective or not. Teaching pronunciation hitherto was "regarded as meaningless non-disclosure gambits drill-and-exercise" (Morley, 1991: 485-6). However, with passage of specific language skills broader communication skills as objectives for both teacher and learner (Morley, 1991), the need to integrate pronunciation of oral communication is clearly understood.

Until very recently, the teaching of English as a Foreign Language in the territories of the world including Bangladesh would focus mainly on reading and writing, and secondary and / or little emphasis on listening and speaking. But particularly in Bangladesh, since the introduction of communicative language teaching a few years at various levels of education including primary, secondary and higher secondary school where English is taught as a compulsory subject, listening and speaking began to appreciate some sort of state along the reading and writing, although the former are neither serious nor taught formally tested. That is, it is now clear that understanding the learner's communicative competence and performance depends on his command of all the basic skills of the target language including listening and speaking. Although the pronunciation is neglected in the curriculum, materials and classroom activities, even it is an inseparable link in the communication through listening and speaking (Gilbert, 1984 CELC-Muria, 1987).

Both as a learner and a teacher and researcher of English as a foreign language, I am aware of the curriculum, materials and classroom activities in primary, secondary and tertiary sectors in Bangladesh and in many circles as EFL others, unfortunately, hardly any room for the teaching of pronunciation. Therefore, based on my experience and a number of existing studies in different EFL contexts, this article examines and discusses four main issues related to teaching EFL pronunciation for learners at different levels.

First, I explored and discovered the reasons for giving the pronunciation teaching.

Secondly, I have tried to justify the teaching of pronunciation with other skills of the target language.

Third, I tried to determine a level or variety and aspects of EFL pronunciation should be taught.

Finally, I discussed some approaches advocated teaching pronunciation and a variety of techniques and activities for teaching pronunciation in the EFL classroom.

Why EFL pronunciation teaching ignored?

Teaching English pronunciation is always surprising and shocking neglect and / or ignored in many EFL settings including Bangladesh, although the listening and speaking skills is now a little part of the syllabus and taught to equip the learner adequate communication skills. In the primary, secondary and tertiary education in Bangladesh.