One of the interesting findings of my literature reviews regarding the pronunciation instruction dealing with accent reduction is a need for explicit training on producing the expected sound and pronunciation patterns of the target language. Accordingly, such instruction should help adjust producing a range of specific language features. Speakers can learn to apply and relate it's vocal-setting information to their sound production.
A need to raise one's awareness on the sound patterns and the accurate phonological knowledge is crucial for accent modification. The proposed study was firstly published with the title, "Some Perspective on Accent: Range of Voice Quality Variation, the Periphery, and Focusing" by John H. Esling in 1994 . Although the proposed approach is still in the stage of further exploration and enhancement, the pedagogical implication is a potentially rewarding area for language learners.
The accent analysis and modification presented by a descriptive taxonomy for the range of voice quality settings and the underlying influence of linguistic model on the pronunciation performance of individual L2 speakers are another contemporary issues to address in English language education.
The issue of language behaviour was also discussed by Pennington (1990),
In Hong Kong, community knowledge has been augmented and recreated in dual and mixed forms of language and communication representing qualitative changes in how people talk and write, and what they talk and write about.
As one looks into the language behavior, apart from the language switching, mixing, and borrowing, most students encountered the lack of training in working out the errors though they are aware of the own mistakes and urge to correct or fix the problems as far as they can.
To speak with appropriate accent requires both knowledge and skills. Learners should be trained to produce right speech patterns both mentally and physically. The skills take account into the phoneme level of voice production, word pronunciation, intonation, and rhythm. Learners must be familiar with the basic sounds of spoken English, and able to identify the sounds that are challenging for them. Learners should also get training in ways to properly sound vowels and consonants.
