Jones (2008) stressed the importance of grammar, pronunciation and vocabulary in ELT.

Bỏ cái L2 Oral communication

Pronunciation -> phonemes

Simplify lại interlocutors

Since intelligible pronunciation greatly determines the outcome of a successful communication.

Besides having tremendous impacts on communication, Bai and Yuan (2019) stated that learning
pronunciation can contribute to the development of students’ lexical resources. Nation (2001) also
suggested that when concentrating on learning new vocabulary, pronunciation should also be addressed
alongside its meaning. When learners have had enough progression on their pronunciation, they can
find it feasible to pronounce all the words on their own. On the contrary, if language users cannot
determine the stress of a word, they may be unable to recognize it when speaking (Gilbert, 2008).
Specifically, Ahmad (2016) provided the perspective that learners should be provided with accurate
information about the stress and endings of their targeted words, as well as its phonemic sounds. Other
prosodic factors such as rhythm and intonation can also be addressed for students when learning
phrasal verbs or collocations, on the basis that it will ‘greatly boost their confidence and interest in
learning new words’ (Ahmad, 2016; Bai & Yuan, 2019).

Besides having considerate impacts on communication, learning pronunciation can contribute to the
development of students’ lexical resources (Bai and Yuan, 2019; Nation, 2001). The same researchers
stated that when concentrating on studying vocabulary, pronunciation can also be considered apart
from their meanings, on the basis that it will ‘greatly boost their confidence and interest in learning new
words’. Ahmad (2016) believed that learners should be provided with accurate information about the
stress and endings of their targeted words, alongside its phonemic sounds. They also mentioned other
prosodic factors such as rhythm and intonation, which can also be addressed for students when learning
phrasal verbs or collocations. Without sufficient understanding on those areas, the lexical knowledge of
language learners is nothing since new lexis are poorly used especially in spoken form (Gairns &
Redman, 1986).
Nation (2001) also suggested that when concentrating on learning new vocabulary, pronunciation
should also be addressed alongside its meaning.

When it comes to learning words

   Besides having considerate impacts on communication, learning pronunciation can

contribute to the development of students’ lexical resources (Bai and Yuan, 2019;
Nation, 2001). The same researchers stated that when concentrating on studying
vocabulary, pronunciation can also be considered apart from their meanings, on the
basis that it will ‘greatly boost their confidence and interest in learning new words’.
Ahmad (2016) believed that learners should be provided with accurate information
about the stress and endings of their targeted words, alongside its phonemic sounds.
They also mentioned other prosodic factors such as rhythm and intonation, which can
also be addressed for students when learning phrasal verbs or collocations. Having
careful attention to these segmental and suprasegmental features strongly benefits
students’ word recognition ability. Without sufficient understanding on those areas, the
lexical knowledge of language learners is nothing since new lexis are poorly used
especially in spoken form (Gairns & Redman, 1986).