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Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review

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Title: Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review
Language: English
Authors: Md. Abdul Qader, Tanzin Ara Ashraf, Sirajum Monira, Muhammad Asadul Islam, Mir Rumi Mustafizur Rahman
Source: World Journal of Education. 2024 14(3):137-147.
Availability: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: https://www.sciedu.ca/journal/index.php/wje/index/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Communicative Competence (Languages), Pronunciation Instruction, Foreign Countries, Barriers, Instructional Effectiveness, Teaching Methods, Research Reports, Faculty Development, Technology Integration, Curriculum Development, Language Teachers, Native Language, Interference (Language)
Geographic Terms: Bangladesh
ISSN: 1925-0746
1925-0754
Abstract: This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training, limited resources, and the influence of native language interference. It also examines the impact of large class sizes and the lack of individualized attention on learners' pronunciation skills. The CLT framework, while promoting communicative competence, sometimes overlooks the explicit teaching of pronunciation, further complicating the acquisition process. This study synthesizes findings from various research articles to provide a comprehensive understanding of these challenges. It underscores the need for targeted professional development for teachers, the integration of technology, and the inclusion of pronunciation-focused activities in the curriculum. By addressing these issues, the ESL curriculum in Bangladesh can better equip learners with the necessary pronunciation skills for effective communication.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455188
Database: ERIC
FullText Text:
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  Data: Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Md%2E+Abdul+Qader%22">Md. Abdul Qader</searchLink><br /><searchLink fieldCode="AR" term="%22Tanzin+Ara+Ashraf%22">Tanzin Ara Ashraf</searchLink><br /><searchLink fieldCode="AR" term="%22Sirajum+Monira%22">Sirajum Monira</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Asadul+Islam%22">Muhammad Asadul Islam</searchLink><br /><searchLink fieldCode="AR" term="%22Mir+Rumi+Mustafizur+Rahman%22">Mir Rumi Mustafizur Rahman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22World+Journal+of+Education%22"><i>World Journal of Education</i></searchLink>. 2024 14(3):137-147.
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  Data: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: https://www.sciedu.ca/journal/index.php/wje/index/
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
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  Data: 1925-0746<br />1925-0754
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  Label: Abstract
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  Data: This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training, limited resources, and the influence of native language interference. It also examines the impact of large class sizes and the lack of individualized attention on learners' pronunciation skills. The CLT framework, while promoting communicative competence, sometimes overlooks the explicit teaching of pronunciation, further complicating the acquisition process. This study synthesizes findings from various research articles to provide a comprehensive understanding of these challenges. It underscores the need for targeted professional development for teachers, the integration of technology, and the inclusion of pronunciation-focused activities in the curriculum. By addressing these issues, the ESL curriculum in Bangladesh can better equip learners with the necessary pronunciation skills for effective communication.
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  Data: 2025
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      – Text: English
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        PageCount: 11
        StartPage: 137
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Communicative Competence (Languages)
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      – SubjectFull: Pronunciation Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Faculty Development
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      – SubjectFull: Language Teachers
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      – SubjectFull: Interference (Language)
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      – SubjectFull: Bangladesh
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      – TitleFull: Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review
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