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Impacts of intuitive and analytic approaches on teaching pronunciation
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This classroom-based study investigated the impacts of analytic linguistic and intuitive imitative approach on teaching segmental and suprasegmental features of English pronunciation, particularly towards Iranian learners of English. The study is based on quasi-experimental design. The participants were 46 students of the girl's secondary schools in Qazvin province in Iran. The treatments were operated in both experimental groups by employing two different techniques of analytic and intuitive to teach segmental and suprasegmental features of English pronunciation. In addition, a pronunciation test was administrated to both groups in a form of distinct pretest and posttest design. The findings and results showed that analytic linguistic techniques in teaching segmental and suprasegmental features of English pronunciation were more beneficial and effective than intuitive imitative techniques.
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