Effective communication is at the core of language proficiency, and pronunciation plays

a pivotal role in ensuring clear and comprehensible speech. For English language learners,

mastering pronunciation can be a challenging yet crucial aspect of language acquisition. In order

to master the three language skills—listening, speaking, and reading—the students need to

master how to pronounce English words. Therefore, it is important to start teaching English

pronunciation at the elementary school level. Many learners of English language have major

difficulties with English pronunciation even after years of learning the language. One of the key

requirements for language proficiency is to secure understandable pronunciation for the language

learners.

English pronunciation can be a challenging aspect for learners due to its complex

phonetic system, which includes various consonants and vowel sounds, as well as stress and

intonation patterns. These elements contribute to the distinctiveness and clarity of spoken

English, making it essential for effective communication. Inadequate pronunciation skills can

lead to misunderstandings, misinterpretations, and even social barriers. Several studies have

explored the most effective strategies for enhancing English pronunciation skills. Researchers

have investigated various approaches, such as traditional methods, contemporary techniques, and

the integration of technology. They have also examined the role of feedback, individual learner

characteristics, and classroom-based strategies.

Fraser (2000) stated that teachers need to be provided with courses and materials to help

them improve their effectiveness in teaching pronunciation. She adds that there is also a need for

high quality, effective materials, especially computer-based materials with audio demonstrations,
for learners of English as a Second Language (ESL) pronunciation, both for self-access and for

use in classes where the teacher needs support of this kind. She also concluded that research in

second language education should not be concerned with the importance of teaching

pronunciation but with the methodology of teaching pronunciation.

Both teachers and learners must change roles and teaching methodologies must change

objectives. Teachers must act as pronunciation coaches and learners must be proactive learners

taking the initiative to learn. The methodologies of teaching must change from emphasizing

segmental elements of pronunciation to supra-segmental elements of pronunciation and from

linguistic competence to communicative competence (Morley, 1991).

One of the primary goals of teaching pronunciation in any course is ―intelligible

pronunciation – not perfect pronunciation. Intelligible pronunciation is an essential component of

communicative competence (Morley, 1991). The attainment of perfect pronunciation should no

longer be the objective. Instead, Morley calls for setting more realistic goals that are reasonable,

applicable and suitable for the communication needs of the learner. To her, the learner needs to

develop functional intelligibility (ability to make oneself relatively easily understood), functional

communicability (ability to meet the communication needs one faces), increased self-confidence,

and the speech monitoring abilities and speech modification strategies. Therefore, it is vital that

students learning English for international communication learn to speak it as intelligibly and

comprehensibly as possible – not necessarily like natives, but well enough to be understood

(Morley, 1991).

Effective communication in English is a vital skill in today's globalized world,

transcending boundaries and fostering understanding. Pronunciation plays a pivotal role in

conveying meaning accurately and fluently. This action research seeks to investigate current

practices, identify challenges, and implement strategies to enhance English pronunciation skills.