Learners’ perspectives and outcomes towards native and non-native instruction with respect to pronunciation

Abstract

The speaking component of the English language has been in constant debate and change to decide following either a native-like or an intelligible-foreign pronunciation. Consequently, this research synthesis aimed to establish, with the aid of 16 primary studies, whether Native or Nonnative Speaking Teachers are the most appropriate models for pronunciation teaching in the current state of the English language. The results demonstrate a discrepancy of what is stated in papers to what is actually perceived in real educational scenarios. Nevertheless, there is nowadays a clear raise of status for non-native speaking teachers to teach an English pronunciation that is comprehensible for any speaker of English, rather than making students imitate a native pronunciation. The findings of this research also help to establish a clear perspective of what are the future goals and perceptions for pronunciation teaching and their models as well as several discussion points to fill certain gaps of knowledge about the topic, especially in our context.