Intuitive-imitative Approach and Pronunciation

Abstract

The current study analyzed students’ attitudes and practices on the Intuitive-imitative approach in pronunciation. A total of 83 university students (23 males and 59 females) participated in a descriptive, non-experimental investigation. Data was collected through a survey with 20 items on a Likert scale and 3 open-ended questions. It was validated by Cronbach’s Alpha coefficient (0,770) and by three experts, ensuring rigor and reliability in the instrument. In addition, the research was based on three research questions based on the objectives. The results revealed that the intuitive imitative approach is widely applied in the EFL classrooms. The emphasis on activities such as mimicry exercises, repetition of sounds, and efforts to imitate a diverse range of sounds during pronunciation practice suggests a preference for experiential learning. teachers employ a diversified set of approaches in teaching pronunciation. The analytic linguistic approach, indicated by the highest engagement with pronunciation charts and explanations, reflects a substantial adoption of structured methods emphasizing explicit language rules. Simultaneously, the intuitive-imitative approach and the integrative approach demonstrate comparable levels of adoption. EFL learners employe a diverse range of learning strategies making pronunciation learning a multifaceted process. Imitation emerges as a prevalent cognitive strategy, highlighting the significance of modeling after teachers for pronunciation improvement. Metacognitive strategies and memory strategies also play crucial roles, emphasizing the need for learners to monitor their progress and employ memory aids effectively.