Resumo (PT):
Abstract (EN):
With English now serving as the dominant language of global communication,
pronunciation instruction requires detailed investigation to establish priorities and foster
further research. The role of pronunciation in ELT has been extensively documented and it
is well known that it has changed numerous times throughout the past two centuries: from
being completely ignored in the Grammar Translation Method to later being at the forefront
of instruction during the Audiolingual/Oral Method and then being referred to as “the
orphan” (Derwing & Munro, 2005; Gilbert, 2010) during the Communicative Approach,
its emphasis is heavily connected with teaching methods and approaches (Brown, 2007;
Celce-Murcia et al., 2010). In the case of Portugal, pronunciation has been widely neglected
both from a curricular point of view and among the coursebooks recognised for official
instruction. This contribution aims to provide a glimpse of what is happening in Portugal
and how social media could be used for remedial work.
Idioma:
Inglês
Tipo (Avaliação Docente):
Científica