Ghouti, FouziaTaibi, Abdesslam2018-04-092018-04-092015http://hdl.handle.net/123456789/2707This research aims at investigating the effect of classroom drama activities, as a teaching means to improve EFL students' pronunciation at the level of connected speech, among university second year LMD students, department of English. Pronunciation plays a great role in language learning. It is considered as the core of language, unlike the previous years where grammar and vocabulary were the dominant aspects in language teaching. Learners of a foreign language face many difficulties in improving their correct pronunciation particularly at the level of connected speech. In order to examine the research hypothesis that students who are taught pronunciation through classroom drama activities (such as role-play) would show a relative improvement of their pronunciation at the level of connected speech aspects, an experimental study has been conducted by means of a pre-test and a post-test. The results of the experiment indicate that there is no significant impact on students' pronunciation improvement due to the application of drama activities. For further studies, it is suggested that drama activities can be better attempted with students' motivation and intonation.enTeaching : english : pronunciationOther