Hungarian secondary school teachers' pronunciation teaching practices: A questionnaire study
Résumé
While pronunciation teaching is often promoted, teachers frequently prioritise other skills, due to various reasons. Yet, research shows that explicit pronunciation instruction is effective, as raising awareness helps students understand key language features. In most international contexts as well as in many European countries, teachers’ reluctance to explicitly teach pronunciation often results from limited training, lack of confidence, or insufficient resources. However, in the Hungarian educational context, there is limited available data on teachers’ practices or the reasons behind choosing to teach or ignore pronunciation. Therefore, the paper reports the results of a study aiming to investigate Hungarian secondary school teachers’ pronunciation teaching practices. A questionnaire completed by 64 teachers revealed a reliance on listen-and-repeat” exercises and coursebook content, with minimal use of explicit techniques. The participants commonly addressed silent letters and dental fricatives, even though these are not the features that are of utmost importance for Hungarian learners. In addition, teachers who believed in the importance of pronunciation tended to engage more actively in teaching it. These findings suggest the need for teacher training programmes to focus on pronunciation teaching so that teachers understand the benefits of pronunciation instruction and have appropriate knowledge and skills to teach this subskill effectively.
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