Developing effective pronunciation teaching strategies: Training Brazilian teachers to use rhymes and storytelling
Ribeiro Da Costa, Thays Mara
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Permalink
https://hdl.handle.net/2142/129540
Description
Title
Developing effective pronunciation teaching strategies: Training Brazilian teachers to use rhymes and storytelling
Author(s)
Ribeiro Da Costa, Thays Mara
Issue Date
2025-04-18
Director of Research (if dissertation) or Advisor (if thesis)
Franks, Suzanne
Sadler, Randall
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Keywords: pronunciation instruction, phonological awareness, second language acquisition, Brazilian English teachers, storytelling, rhymes
Abstract
Effective pronunciation instruction is crucial for second language acquisition, particularly in young learners. However, many English teachers in Brazil receive little to no formal training in pronunciation pedagogy, leading to persistent challenges in phonological instruction. This study investigates the impact of structured pronunciation training on Brazilian teachers, focusing on a structured approach to teaching the English final /l/ sound. Drawing from Krashen’s (1982) Affective Filter Hypothesis and Ellis’s (1994) theories on implicit learning, the study explores the use of rhymes and storytelling as tools to enhance phonological awareness in early language learners.
A mixed-methods-methods approach was employed, analyzing data from research charts, pre- and post-surveys, and teacher reflections. Participants included 12 Brazilian English teachers working with children aged 5 to 12, who received targeted pronunciation training and implemented structured pronunciation exercises in their classrooms. Thematic analysis identified key areas of teacher development, including increased awareness of L1 interference, improved confidence in pronunciation instruction, and recognition of rhymes as effective scaffolding techniques. Findings highlight that teachers who explicitly addressed phonetic contrasts—such as the difference between the English final /l/ and the Portuguese /u/—observed greater student engagement and pronunciation accuracy.
Despite these positive outcomes, challenges remained, particularly in ensuring consistency beyond controlled practice. Teachers emphasized the need for continued exposure to target sounds across multiple contexts to reinforce phonological learning. The study concludes that structured pronunciation training, combined with engaging instructional techniques, significantly enhances teachers’ ability to support young learners in acquiring accurate English pronunciation. These findings underscore the importance of professional development programs that equip educators with practical pronunciation strategies, ultimately contributing to improved intelligibility and communicative competence in English learners.
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