Prosody instruction: intonation challenges for of EFL pre-service teachers

Much research stresses the importance of English as a Foreign Language intonation instruction for the accuracy of speech. This study aimed at (1) Exploring the meaning of intonation, verifying whether or not there was a global problem in English as a Foreign Language intonation instruction (i.e. a phenomenon), and providing strategies for intervention, based on literature review, (2) Assessing the status quo relating to the instruction of intonation to English as a Foreign Language pre-service teachers in Egypt, e.g. in regard to intonation meaning, patterns, use, and problematic areas, and (3) Investigating pre-service teachers’ expectations behind intonation learning.  The sample consisted of 64 pre-service teachers enrolled at the College of Education in Ismailia, Suez Canal University. The tools used to attain the aim of the study were (1) an interview with the pre-service teachers addressing the examinees’ intonation instruction status quo and (2) an intonation recorded oral test verifying the examinees’ intonation patterns. Results indicated that, to the majority of the examinees, the term was inaccurate and vague; most intonation patterns, except the ‘Fall’ one, were not identified; and intonation was not used in their speech. Also, they had misconception about the intonation term. It was then concluded they further lacked focused instruction regarding intonation. This reflected a need for re-consideration for their preparation.