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Towards a Research-Led Approach to the Teaching of Arabic Pronunciation

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JournalConcordia Working Papers in Applied Linguistics
DatePublished - 2014
Volume5
Pages (from-to)295-309
Original languageEnglish

Abstract

This paper attempts to reverse‐engineer recent research‐led recommendations
which have been made for the priorities to be adopted in the teaching of
English pronunciation. The goal of this enterprise is to lay the initial
groundwork for a parallel set of recommendations for practitioners engaged in
teaching Arabic as a Foreign Language (AFL). The paper starts by setting out
the rationale and evidence‐base which underpins the proposals made for
English, then gathers together equivalent information for Arabic, based on a
review of relevant primary research literature. A set of preliminary
recommendations regarding which aspects of Arabic pronunciation should be
prioritised in the AFL classroom is made, and is shown to differ to a greater or
lesser extent from the aspects of pronunciation highlighted in published
textbooks for different types of AFL learner. The paper closes by suggesting
avenues of future research which could further inform pronunciation teaching
in Arabic and, potentially also, in other non‐global languages.

    Research areas

  • arabic, pronunciation, phonetics, language teaching

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