The Implementation of Intelligibility-Based Pronunciation Instruction on a Pre-Sessional Eap Course in the Uk

Pre-sessional EAP access courses for learners of English intending to study on undergraduate or postgraduate in the UK are faced with particular challenges incorporating meaningful suprasegmental pronunciation instruction into their programmes. This research examines goals teachers, course leaders, and a ten week pre-sessional course, particularly regard instruction, how these reflected assessment, teacher informed by attitudes beliefs. A mixed methods approach, including direct observation semi-structured interviews, is employed address area enquiry. Results derived from documents interview show lack clarity goals. Although there general emphasis rather than segmental interviews teachers report Assessment practice do not always adhere goal intelligibility, support terms materials they might be exploited seems limited.