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RESEARCH PRODUCT

The English Pronunciation Teaching in Europe Survey : Factors Inside and Outside the Classroom

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In the past two decades, a number of studies have looked at how English pronunciation is taught, focusing on teaching practices, materials, training and attitudes to native speaker models from both the teachers’ and the learners’ perspective. Most of these studies have been conducted in English-speaking countries such as the USA (Murphy, 1997), Great Britain (Bradford and Kenworthy, 1991; Burgess and Spencer, 2000), Canada (Breitkreutz, Derwing and Rossiter, 2001; Foote, Holtby and Derwing, 2011), Ireland (Murphy, 2011) and Australia (Couper, 2011; Macdonald, 2002). In Europe, pronunciation teaching has been studied in Spain (Walker, 1999) and, more recently, in Finland (Tergujeff, 2012, 2013a, b). Work has also looked at attitudes towards native speaker models and the degree of success in reaching the model, for example, in Poland (Nowacka, 2010; Waniek-Klimczak, 2002;Waniek-Klimczak and Klimczak, 2005), Serbia (Paunovic, 2009) and Bulgaria (Dimitrova and Chernogorova, 2012). In Finland, Lintunen (2004) and Tergujeff, Ullakonoja and Dufva (2011) focused on learners, not teachers, but both studies included a survey section exploring methods in English pronunciation teaching.