Enhancement of pronunciation and listening skills in a private lesson in the Greek EFL context

• Published in: Research papers in language teaching and learning Vol. 14; no. 2; pp. 99 - 120
• Main Authors: Krassakopoulou, Maria Niki, Georgountzou, Anastasia
• Format: Journal Article
• Language: English
• Published: Patras Hellenic Open University 01-06-2024
• Subjects: Accentuation; Anxiety; Case studies; Educational standards; English as a second language; English as a second language instruction; English as an international language; Foreign language instruction; Listening comprehension; Phonemes; Pronunciation instruction; Questionnaires; Russian language; Greece
• ISSN: 1792-1244

This case study aims to recognize and address pronunciation and listening comprehension challenges encountered by a Russian-speaking student during individual English instruction. The focal point of this investigation is a 35-year-old female learner operating at the A1/A2 proficiency levels according to CEFR. More specifically, data were collected through a closed-type questionnaire and two observation grids based on two lessons on pronunciation and listening comprehension, respectively, which had been designed to address the learner's weaknesses. The results of the research, which derive from the lessons, the questionnaire and the observation grids, demonstrate that the learner encountered difficulties in both articulating specific English phonemes, which do not exist in her native language, and in her self-assurance to engage in spoken communication as well as effectively execute listening comprehension tasks. Through the implementation of the listening lesson, which included non-native English speakers' (NNSs) discourse, the subject gradually realized the crucial role of speakers' intelligible and comprehensible message over native-like English accents. Following the lessons, the student experienced an enhanced sense of ease in comprehending and articulating oral discourse in English, attributed to a diminished apprehension regarding potential negative comments either because she had not fully understood the speakers' message or because she had not approximated a native-like English accent. After her exposure to NNSs distinctive accents, the subject decided to try to use English more actively in her daily life, whenever an opportunity arises, as she mentioned during the observations of the lesson. Lastly, as the subject reported, she tried to alleviate her anxiety when listening to NNSs speech and ultimately, she built confidence on using her distinctive accent when conversing in English. Such findings offer fruitful ground for integrating ELF in the EFL classroom.