Correct pronunciation of English words is of vital significance for mutual intelligibility in the EFL context. Despite its prominence in L2 learning, teachers of English cannot decide whether and how to implement pronunciation practice into their teaching practices. For this reason, pronunciation training is widely neglected in language classes or learners of English might learn incorrect pronunciation of segmental units causing fossilization in L2 setting. The importance of pronunciation training has been highlighted in the related literature. Keeping this fact in mind, this study aims to explore whether explicit pronunciation instruction has a superiority over implicit instruction in extensive reading classes. To reach this purpose, two groups of successive B1-level Intensive English Program (IEP) students were chosen through convenience sampling technique. Before training, both groups were given a pre-test of segmental unit pronunciation consisting of the most frequented words in the book used for the extensive reading classes at B1 level. Then the participants in the control group received implicit pronunciation training in which the language instructor did not directly focus on phonemic properties of English sounds. However, explicit pronunciation training was implemented into the teaching practices in the experimental group. The teaching period lasted eight weeks, and following this period both groups were given a post-test to unravel the level of improvement in each group. The results of this study revealed that explicit pronunciation training is more advantageous for B1 level students than the implicit one due to various reasons.

中文翻译：

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在广泛的阅读圈子中促进正确的英语发音产生：显式与隐式发音训练

英语单词的正确发音对于在EFL语境中相互理解具有至关重要的意义。尽管英语教学在二语学习中很突出，但英语教师无法决定是否以及如何将发音练习应用于他们的教学实践中。因此，语音培训在语言课程中被广泛忽略，或者英语学习者可能会学到分段单元的错误发音，从而导致L2环境中的化石。在相关文献中已经强调了语音训练的重要性。牢记这一事实，本研究旨在探讨在广泛的阅读课堂中，显性发音教学是否比隐性教学优越。为了达到这个目的，通过便利抽样技术选择了两组连续的B1级英语强化课程（IEP）学生。在培训之前，两组都接受了段单元发音的预测试，该段单元由用于B1级别的广泛阅读课的书中最常用的单词组成。然后，对照组的参与者接受了隐式发音训练，其中语言教员没有直接关注英语声音的音素特性。但是，在实验组的教学实践中实施了明确的发音训练。教学期为八周，此后，两组均进行了后测，以阐明每组的改善水平。