GRAMMAR, PRONUNCIATION, AND ACCENT: WHY PHONETICS MATTERS MORE THAN LEARNERS THINK
Keywords:
Keywords: phonetics, pronunciation, Accent; Grammar; English Language Learning; Intelligibility; Spelling–Sound Correspondence; Second Language AcquisitionAbstract
In contemporary language learning, many learners demonstrate strong
grammatical knowledge yet continue to experience difficulties in spoken
communication. This paradox highlights the persistent neglect of phonetics in language
instruction. This article examines the relationship between grammar, pronunciation,
and accent, arguing that pronunciation problems are frequently misattributed to accent
rather than to insufficient phonetic awareness. Special attention is given to the role of
English orthography, which often misleads learners due to its weak correspondence
between spelling and sound. By distinguishing accent from pronunciation and
emphasizing intelligibility over native-like speech, the article advocates a pedagogical
shift toward earlier and more systematic phonetic instruction. Such a shift is essential
for improving learners’ spoken clarity, listening comprehension, and communicative
confidence in real-world contexts.
References
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