Intelligible and Comprehensible Approaches in Teaching Pronunciation in the First Years of Studying English in the Philippines
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Abstract
Filipinos are good speakers of English. Filipinos can communicate fluently and be understood by many foreigners. Even though Filipinos are known to have a sweetspot in speaking English,still, many foreignersfail to understand lots of theirspoken words and are too accented to speak due to the influence of their native language. The researcher finds it an issue and would like to think of the best approach to fit the teaching of pronunciation in the Philippine education system. This paper synthesizes the idea of promoting the teaching of comprehensibility and intelligibility in L2 pronunciation. This paper elaborates on the need to press these approaches in an English classroom. The collected information presented in this paper has been generalized to two: the nativeness approach in teaching L2 pronunciation and the intelligibility principles. The analysis concludes that applying the intelligibility teaching approach as a pedagogy for L2 learners’ pronunciation classes. In addition, this paper likes to specify the needs of executing this approach to the first years of education in the Philippines. Since the first years of learning hold the foundation years that can powerfully and significantly affect the students' learning attitude, it is essential to pinpoint that this approach is more suited for them. Thus, this paper recommends that the said approach is beneficial to promoting the students' pronunciation. Lastly, the researcher would like to exhort future researchers to make learning materials promoting the comprehensibility and intelligibility approach in teaching pronunciation.
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