Evidence shows that learners who are taught the phonemic script are much more likely to learn autonomously once they have this tool at their disposal (Kashiwagi, Snyder and Craig 2005), (Mompean 2015), (Putri 2016) (Tergujeff 2013). A number of ELT websites offer an interactive phonemic chart as a useful learner tool (see Macmillan English, for example). However, learning something as complex as an essentially new alphabet at the same time as learning a new language has also been linked to high levels of learner stress (Baran-Łucarz 2013). These are two conflicting arguments in the widely discussed case for and against the use of phonemic script in English teaching.
Teachers; how much experience have you had of phonemic script in your classroom, and how useful have you found it? Do you have any negative experiences that you would like to share? As always, we're interested to hear your views below!
References:
Baran-Łucarz, M. (2013). Phonetics Learning Anxiety – Results of a preliminary study. Research in Language, 11(1), pp.57–77.
Kashiwagi, A., Snyder, M. & Craig, J. (2005). The role of explicit instruction in the development of L2 phonology. The Journal of Asia TEFL, 2(2), pp.63–87.
Mompean, J.A. (2015). Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views. Research in Language, 13, pp.292–314.
Putri, A. (2016). Students' perceptions on the use of phonetic symbols to teach pronunciation. In The 5th ELTLT International Conference Proceedings, Semarang, October 2016. Semarang: State University of Semarang, pp78-82.
Tergujeff, E. (2013).Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an ELF context. Research in Language, 11(1), pp.81–95. Research in Language, 11(1), pp.81–95.
Thornbury, S. (1993). Having a good jaw: Voice-setting phonology. ELT Journal, 47(2).