Our Unit 871 ESL Instructor, Isaac, remarks on methodologies he implements that help our ESL students make pronunciation progress.
Vietnamese ESL classrooms now set clear goals for pronunciation instruction. Teachers actively move away from chasing native-like accents. Instead, they prioritize maximal intelligibility, empowering adult learners to communicate confidently. Teachers introduce a variety of English accents—including non-native models—so students engage with real-world English and build practical skills[1].
Shift to Intelligibility
Teachers focus on making pronunciation clear and understandable. They design lessons that help students master vowel clarity and consistent consonant production. Rather than asking learners to mimic native speaker nuances, teachers encourage students to practice features that boost comprehension. Students regularly interact with English in contexts where non-native speakers dominate, so they quickly see the value of intelligibility[1].
Classroom Strategies Drive Pronunciation Progress
Teachers expose students to a wide range of English accents—British, American, Australian, and proficient non-native speakers. Listening activities feature diverse voices, and students adapt to different pronunciation styles. Practice sessions target core sounds, such as distinguishing /p/ from /b/, and steer clear of overly complex features like weak forms or interdental fricatives. These strategies help learners communicate more effectively with other non-native speakers[1].
Empower Adult Learners
Teachers validate each student’s unique accent and encourage active participation. Students set goals to be understood by a wide range of English speakers, not just native speakers. Teachers highlight motivation and individual needs, helping learners choose whether to pursue native-like pronunciation for specific careers or focus on clarity for everyday communication[1].
See Results and Reflect
Students report increased confidence and greater participation in speaking activities. They feel less pressure to sound “perfect” and more motivated to use English in real-world situations. By focusing on intelligibility, teachers create supportive classrooms where students measure progress by successful communication, not accent imitation[1].
Source:
- [1] Cunningham, U. (2009). Models and Targets for the Pronunciation of English in Vietnam and Sweden. https://www.researchgate.net/publication/29750694_Models_and_Targets_for_English_Pronunciation_in_Vietnam_and_Sweden.