STUDENT ATTITUDES TOWARDS ENGLISH PRONUNCIATION AND DIFFERENT VARIETIES IN THE ENGLISH CLASSROOM

Abstract

In the last decades English has gained undeniable relevance and status to the extent that it has become essential both in the professional and personal spheres in many parts of the world. However, its pronunciation is still regarded as the “Cinderella” among the areas of language due to its neglect in the foreign language classroom. This study sought to investigate 55 secondary school students’ attitudes in the Basque Autonomous Community (Spain) towards English pronunciation, General American English (AE), Standard Southern British English (BE) and English as a Lingua Franca (ELF), as well as Native and Non-Native English Speaker Teachers (NESTs and NNESTs). Additionally, students’ responses were statistically compared in terms of gender. Data was collected through a questionnaire, the verbal-guise technique (VGT) and three open-ended questions. Results suggested that, although students believed in the importance of pronunciation instruction, English instructors should address its relevance more specifically. Native English varieties were prioritized, as well as NESTs. Statistically significant gender differences were also found. Conclusions and pedagogical implications are provided.