Teaching Pronunciation to Esl Adult Learners

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UNSL- Ciclo de Licenciatura en Lengua Inglesa Review Paper Teaching pronunciation to ESL adult learners Abstract The acquisition of pronunciation proficiency may be one of the most intricate areas for ESL adult learners. For years it has been argued that adults have great difficulty in learning a second language, especially its phonological aspects. This paper aims at reviewing the theory regarding second language learning and at finding evidence in previous research that adults are capable of learning a foreign language as successfully as children. In relation with pronunciation learning, there is evidence that adults may not acquire foreign sounds with the same accuracy as children do. However, it also possible to find within the…show more content…
2.3 The Natural Approach This approach is proposed by Stephen Krashen and Tracy Terrell, who suggest that adults can acquire all but the phonological aspects of a second language and that the capacity to acquire an L2 is not necessarily affected after puberty. In fact, adults can make use of their abstract, solving-problem skills to better acquire a language (Kiymazarslan, V. 1995). It has been argued that children before puberty pick-up the language naturally, whereas adults have to learn it, making the acquisition of the language a conscious effort on the part of the adult. However, the Natural Approach hand in hand with Chomsky’s Language Acquisition Device (Mason, T. 2002), argue that the human brain is pre-programmed to learn languages and that this device is active and available at any moment of the learner’s life. There is not much research done on adult cognitive behavior regarding the phonological aspect of the target language in relation with the LAD or the Natural Approach. 2.4 Piaget’s Developmental Theory According to Atherton (2011), Jean Piaget’s Developmental Theory is a seminal work in the field of education. Although Piaget was a biologist and he devoted most of his early works to the study of mollusks, he later on moved into the study of children’s minds and their progress as they grew up. He mainly worked with the children in his family and his methodology was mainly interactional. Piaget
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