Simulacre Oposicions Anglès (Lengua Extranjera) #8

Read the text and answer the questions. **Pronunciation in the Secondary EFL Classroom: Beyond Accent Correction** For years, pronunciation teaching in many EFL classrooms was reduced to occasional correction of "mispronounced words". This approach often produced frustration because learners received isolated feedback without opportunities to practice features systematically. Current evidence suggests a more effective perspective: pronunciation should be taught as intelligibility work, not as accent elimination. Intelligibility-oriented instruction focuses on helping students become understandable in real communication. This includes work on stress patterns, rhythm, key vowel contrasts, and chunking. It also includes listening discrimination, because students cannot produce distinctions they do not perceive consistently. In adolescent classrooms, affective variables are decisive. Students frequently avoid speaking because they fear negative evaluation by peers. Teachers can reduce this barrier by normalising diverse accents, modelling imperfect but effective communication, and using short low-stakes speaking loops before graded performances. Digital tools may support this process when used with clear purpose. Audio portfolios, guided self-recording, and simple progress rubrics help learners monitor development over time. The objective is gradual improvement in clarity and confidence, aligned with communicative goals.