Teaching Tips

Advancing and enhancing English language learners’ segmental pronunciation intelligibility through fluency line tasks

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Abstract

Pronunciation pedagogy has often emphasized suprasegmentals as a primary means of improving English language learners’ (ELLs’) intelligibility (O’Brien, 2022). However, segmental errors can also significantly interfere with intelligibility and lead to comprehension breakdowns, underscoring the need for purposeful segmental instruction (Gordon, 2022). This teaching tip introduces a fluency-line technique that provides contextualized, targeted practice of problematic vowel and consonant sounds for learners of English. Through structured, pair-practiced interaction, learners rehearse target sounds in words, phrases, sentences, question–answer routines, and dialogues. The technique supports focused practice of segmentals that affect intelligibility and comprehensibility while maintaining communicative relevance. In addition to describing the instructional procedure, this teaching tip highlights resources that assist teachers in identifying segmental difficulties commonly experienced by ELLs.

Keywords: fluency lines, segmental practice, accuracy, fluency, pronunciation pedagogy

How to Cite: Tanner, M. (2026) “Advancing and enhancing English language learners’ segmental pronunciation intelligibility through fluency line tasks”, Pronunciation in Second Language Learning and Teaching Proceedings. 16(1). doi: https://doi.org/10.31274/psllt.22049

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