Exploring Iranian EFL teachers’ perspectives on techniques of teaching prosodic features of speech

Abstract

Although techniques of teaching prosodic features have been well explored, very few studies have given voice to practitioners’ perspectives. This data-driven study situated in the Iranian public schools context contributes to filling this gap by theorizing experienced EFL teachers’ experience of teaching prosodic features of speech. Teachers’ perspectives were explored through qualitative interviews and then analysed in line with the coding schemes of grounded theory. Iterative data collection and analysis revealed eight techniques that lead to effective communication with a focus on prosody in pronunciation teaching.