METHODS FOR CORRECTING PRONUNCIATION FROM THE DICTIONARY WHEN TEACHING ENGLISH TO STUDENTS

Abstract

Correct pronunciation is essential to effective communication in English, especially for non-native learners navigating academic and professional environments. Dictionaries, both print and digital, are crucial tools for guiding pronunciation; however, they are underutilized or misunderstood by many students. This article explores the methodological use of dictionaries in correcting English pronunciation in language classrooms. It investigates various techniques that leverage phonetic transcription, audio support, syllable stress markers, and visual cues to support accurate articulation. Emphasis is placed on integrating dictionary use into classroom instruction through phonological training, metalinguistic awareness, and learner autonomy. The study aims to enhance students’ pronunciation skills by equipping them with lifelong strategies anchored in reliable linguistic resources.