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In order to provide appropriate instruction for students taking university English pronunciation classes, this study first conducted a needs analysis. It investigated how students analyzed their own pronunciation and which pronunciation features they thought they needed to practice the most in class. The pronunciation feature that received the lowest average self-assessment score and that the students wanted to learn the most was rhythm. Next, the teaching strategies for rhythm proposed in the fields of English pronunciation instruction and teacher training were investigated and practiced. Finally, the author surveyed what students thought about those strategies they experienced in class, with the aim of improving pronunciation instruction in future classes. |
