The Use of Communicative Language Teaching to Improve Learners’ Pronunciation

Abstract

This research synthesis systematically analyzes empirical studies on the impact of Communicative Language Teaching (CLT) on English learners’ pronunciation. Its aim is to provide a comprehensive understanding of how CLT contributes to the development of segmental and suprasegmental features during second language acquisition. To achieve this, it addresses three main questions: 1) What are the effects of CLT on learners’ pronunciation features? 2) Which CLT strategies are effective in improving pronunciation? and 3) What challenges do learners face when learning pronunciation? Data collection is carried out through searches in academic databases, ensuring a rigorous and up-to-date selection. The included studies must: 1) provide empirical evidence on pronunciation instruction based on CLT, 2) have been published within the last fifteen years, and 3) employ qualitative, quantitative, or mixed-method approaches. The participants’ age is not considered an exclusion criterion, and only studies written in English are included. Once selected, the studies are analyzed to identify and categorize the communicative strategies applied, as well as their effectiveness in improving learners’ pronunciation. This analysis allows for the recognition of common patterns, successful practices, and the main challenges reported by learners. Overall, the synthesis offers valuable evidence on the role of CLT in pronunciation teaching, providing relevant insights for teachers and researchers interested in promoting more effective communicative pronunciation instruction.