A Review of Pronunciation Instruction in Vietnam: Potential Applications of the Verbotonal Method

Abstract

The challenge of varying phonological systems across languages presents significant difficulties for language learners in achieving the target language. Despite its critical role in effective communication, pronunciation often receives less attention in language instruction than other language skills. This paper highlights the importance of pronunciation instruction and delineates the current obstacles faced in teaching pronunciation within the Vietnamese educational context. It also provides an overview of the Verbotonal Approach (VA), a perception-based theory applied to pronunciation pedagogy. Given that the VA principles reflect the natural processes of language learning, this approach is advocated for teaching pronunciation to Vietnamese learners. The paper concludes with suggestions for developing a protocol for pronunciation practice within a virtual learning environment based on the VA.