Exploring Effective Approaches to Pronunciation Instruction in Foreign Language Learning: A Case Study in English Language Teaching in Ecuadorian Public Schools

Abstract

This research aimed to explore the most effective methods for teaching pronunciation in English as a foreign language to Ecuadorian students aged 15 to 16. The study collected the thoughts of twenty English teachers working in public and private schools, collected through questionnaires and semi-structured interviews. The main aim is to identify the most frequent phonological errors among learners, as well as the pedagogical strategies that teachers consider most appropriate to remedy them. Preliminary results show that learners have particular difficulties with certain phonemes absent from their mother tongue, as well as with intonation, rhythm and shape reduction. In response to these challenges, teachers recommend activities such as guided repetition, active listening, the use of minimal pairs, and the integration of corrective phonetics into lessons. The study also highlights the importance of student motivation and institutional context in learning pronunciation. In conclusion, this research suggests ways to improve teacher training and promote a more systematic and conscious approach to pronunciation in the EFL classroom in Ecuador.