Pronunciation’s contribution in teaching-learning English grammar at secondary school

Abstract

This research paper deals with the pronunciation’s contribution during the teaching and learning process of English grammar at secondary school. In Congo, the teaching of English pronunciation is well-mentioned in the official English syllabus of INRAP, but the English teaching-learning context reveals that the pronunciation lessons are neglected. As a matter of fact, this article demonstrates that it is possible to teach sounds, rhythm, intonation and the nuance between oral and writing in grammar lessons. This is possible thanks to the didactic approach which relies on the didactic transposition which allows to take off the scientific knowledge about the above teaching items in order to enhance the oral communication while teaching and learning the English grammar at secondary school.