EXPLORING THE IMPACT OF THE ANALYTIC

LINGUISTIC APPROACH ON SPEAKING SKILL

DEVELOPMENT IN ENGLISH AS A FOREIGN

LANGUAGE (EFL) STUDENTS: A

COMPREHENSIVE ANALYSIS

LA INFLUENCIA DEL ENFOQUE INTUITIVO-IMITATIVO

EN LA ENSEÑANZA DE LA PRONUNCIACIÓN EN INGLÉS

COMO LENGUA EXTRANJERA (EFL): ANÁLISIS DE SU

EFECTIVIDAD E IMPLICACIONES PEDAGÓGICAS PARA

MEJORAR LAS HABILIDADES DE PRONUNCIACIÓN EN

LOS ESTUDIANTES DE EFL

Nayeli Nicole Nuñez Melo

Universidad Regional Autónoma de los Andes Uniandes - Ecuador

Bryan Alexander Gordón Fiallos

Universidad Técnica de Ambato - Ecuador

Pamela Elizabeth Casa Molina

Universidad de las Fuerzas Armadas - Ecuador

Mirian Paulina Aguaguiña Pilla

Universidad Técnica de Ambato - Ecuador

pág. 10277

DOI: https://doi.org/10.37811/cl_rcm.v9i1.16637

Exploring the impact of the analytic linguistic approach on speaking skill

development in English as a Foreign Language (EFL) students: A

comprehensive analysis

Nayeli Nicole Nuñez Melo

nueznayeli222@gmail.com

https://orcid.org/0009-0005-5603-5071

Universidad Regional Autonoma de los Andes

Uniandes

Ecuador

Bryan Alexander Gordón Fiallos

bryangfiallos@hotmail.com

https://orcid.org/0009-0000-2084-6132

Universidad Técnica de Ambato

Ecuador

Pamela Elizabeth Casa Molina

pamelaecasa2001@gmail.com

https://orcid.org/0009-0009-8263-1749

Universidad de las Fuerzas Armadas

Ecuador

Mirian Paulina Aguaguiña Pilla

aguaguinapaulina@gmail.com

https://orcid.org/0009-0001-9451-5501

Universidad Técnica de Ambato

Ecuador

ABSTRACT

This study analyzed the influence of the Intuitive-Imitative Approach on pronunciation instruction

among English as a Foreign Language (EFL) students. The research was conducted using a mixed-

methods approach, with a non-experimental descriptive design. A survey consisting of 20 Likert-scale

items and three open-ended questions was administered to 83 university students. The validity of the

instrument was confirmed through Cronbach's alpha coefficient (0.770) and expert review. The findings

indicated that the Intuitive-Imitative Approach is widely applied in EFL classrooms. It was found that

students predominantly use strategies based on imitation and repetition to improve their pronunciation,

highlighting the importance of auditory exposure and repetitive practice. Additionally, the results

revealed that instructors combine analytic-linguistic and intuitive-imitative approaches, prioritizing the

use of audiovisual resources and interactive activities. It is concluded that pronunciation teaching

through the Intuitive-Imitative Approach facilitates the natural acquisition of sounds and rhythms of the

language, allowing students to develop a more authentic and intelligible pronunciation in English.

Keywords: intuitive-imitative approach, pronunciation, English language teaching, learning strategies,

higher education

Autor principal

Correspondencia: nueznayeli222@gmail.com

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La influencia del enfoque intuitivo-imitativo en la enseñanza de la

pronunciación en inglés como lengua extranjera (EFL): Análisis de su

efectividad e implicaciones pedagógicas para mejorar las habilidades de

pronunciación en los estudiantes de EFL

RESUMEN

Este estudio explora la relación entre el Enfoque Lingüístico Analítico y el desarrollo de las habilidades

de expresión oral en la Universidad Técnica de Ambato, dentro de la Facultad de Pedagogía,

específicamente en el programa de Lenguas Nacionales y Extranjeras. El Enfoque Lingüístico Analítico

enfatiza la mejora de la pronunciación a través de la enseñanza explícita de características lingüísticas

y el uso de materiales y actividades proporcionados por el docente. La investigación adopta un diseño

descriptivo y tuvo como objetivo recopilar datos confiables mediante una encuesta realizada a 67

estudiantes del programa. El instrumento utilizado para la recolección de datos fue un cuestionario

compuesto por 21 preguntas enfocadas en cómo se utiliza el Enfoque Lingüístico Analítico en las clases

de inglés para mejorar las habilidades de expresión oral. Para garantizar la validez del cuestionario, se

aplicó el método Alpha-Cronbach, y cuatro expertos en el tema validaron las preguntas en base a su

conocimiento profesional. La encuesta se administró en tres niveles, con cada participante respondiendo

según su conocimiento y experiencia previos. Los datos fueron analizados mediante el análisis chi-

cuadrado, lo que confirmó la aceptación de la hipótesis alternativa. Los resultados indican que existe

una relación significativa entre el uso del Enfoque Lingüístico Analítico y la mejora de las habilidades

de expresión oral.

Palabras clave: enfoque intuitivo-imitativo, pronunciación, enseñanza del idioma inglés, estrategias de

aprendizaje, educación superior

Artículo recibido 13 diciembre 2024

Aceptado para publicación: 21 enero 2025

pág. 10279

INTRODUCTION

The development of speaking skills in English as a Foreign Language (EFL) has long been a central

focus of research in the field of second language acquisition, as it is crucial for students' ability to

effectively communicate in real-world situations. Speaking not only involves the ability to convey ideas

clearly but also encompasses the mastery of complex elements such as pronunciation, fluency, and

articulation. Among the various facets of language acquisition, pronunciation has often been identified

as a challenging area for EFL learners. As such, pronunciation instruction has garnered considerable

attention from linguists and educators alike, leading to the development of various pedagogical

approaches aimed at enhancing learners’ speaking proficiency. One such approach that has gained

increasing prominence in recent years is the Analytic Linguistic Approach. This approach focuses on

the explicit teaching of pronunciation, providing learners with in-depth knowledge of articulatory

descriptions, phonetic symbols, stress patterns, and the structural aspects of language. It contrasts with

other more intuitive or imitative methods, emphasizing a more analytical and explicit understanding of

pronunciation and linguistic structures.

The Analytic Linguistic Approach has been a subject of considerable research in the context of

pronunciation teaching. Several studies have explored its effectiveness in improving learners’

pronunciation and overall speaking skills. For instance, Jam and Adibpour (2014) conducted an

exploratory study in Shahrekord, involving 24 female high school EFL students. This study aimed to

compare the efficacy of two different teaching approaches: the Analytic Linguistic Approach and the

Intuitive-Imitative Approach. In this study, Class A received instruction using the intuitive-imitative

approach, focusing on listening and imitation of consonant sounds. In contrast, Class B was taught using

the Analytic Linguistic Approach, which incorporated explicit instruction on articulation, phonetic

symbols, and the underlying mechanics of sound production. After one week, both classes were tested

on their pronunciation of instructed consonants. The findings of this study indicated that the Analytic

Linguistic Approach was particularly effective in helping students develop more accurate and precise

pronunciation skills. This outcome suggests that the Analytic Linguistic Approach may offer significant

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advantages in pronunciation teaching compared to approaches that rely more heavily on imitation and

memorization.

In a similar vein, Hashemian and Fadaei (2011) conducted a study comparing the Analytic Linguistic

Approach with the intuitive-imitative approach in the context of teaching pure vowels and diphthongs

to Iranian EFL learners. The study involved 40 students, all of whom were at an A2 proficiency level,

and it sought to examine the impact of both approaches on students' pronunciation. Group A received

instruction using the Analytic Linguistic Approach, while Group B was taught using the intuitive-

imitative method. The results showed that although both approaches were effective, the Analytic

Linguistic Approach resulted in better outcomes in the pronunciation of pure vowels, whereas the

intuitive-imitative approach led to more significant improvements in the pronunciation of diphthongs.

This study highlights the value of explicit, rule-based instruction for certain aspects of pronunciation,

particularly with regard to vowel sounds, while also underscoring the need for more flexible teaching

strategies when working with different types of sounds.

Further exploring the impact of the Analytic Linguistic Approach on pronunciation, Roohani (2013)

conducted an experimental study focusing on the acquisition of non-Persian sounds among Iranian EFL

learners. This study included 50 learners aged 13 to 20 years old, and participants were randomly

divided into two groups: one group was taught using the Analytic Linguistic Approach, while the other

group was taught using the intuitive-imitative approach. The research revealed that the Analytic

Linguistic Approach was particularly beneficial for older learners (aged 17-20), leading to more

substantial improvements in their pronunciation. Conversely, younger learners (aged 13-16)

demonstrated better progress with the intuitive-imitative approach. These findings suggest that age and

developmental factors may influence the effectiveness of different pronunciation teaching strategies,

thereby emphasizing the importance of tailoring instructional methods to the specific needs of the

learner population.

In addition to pronunciation, the broader impact of the Analytic Linguistic Approach on speaking skills

has been explored in relation to assessment practices. Aguilar (2020), in a qualitative study conducted

in a Colombian teacher education program, examined how in-service English teachers assess students’

speaking abilities. Through classroom observations, interviews, and document analysis, Aguilar found

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that teachers favored summative assessment methods to evaluate speaking skills and emphasized the

importance of providing constructive feedback to students. The study highlighted the need for flexibility

in assessment, considering factors such as pronunciation, vocabulary, and the organization of ideas.

Aguilar’s findings align with the idea that effective speaking instruction should be accompanied by

appropriate assessment techniques that acknowledge the diverse aspects of speaking proficiency. The

Analytic Linguistic Approach, with its focus on explicit teaching of pronunciation and linguistic

structures, may contribute significantly to improving these various speaking sub-skills.

Moreover, Barrionuevo et al. (2020) conducted a quasi-experimental study to examine the impact of an

integrated task-based approach on the enhancement of speaking skills in EFL students. Their study

involved 14 students and highlighted the benefits of incorporating task-based learning to improve

speaking fluency and accuracy. While their study did not specifically focus on the Analytic Linguistic

Approach, the results support the idea that structured and explicit learning activities, such as those

offered by the Analytic Linguistic Approach, can effectively enhance speaking skills. By integrating

explicit instruction on pronunciation and articulatory processes with communicative tasks, the Analytic

Linguistic Approach may offer a comprehensive solution to improving speaking proficiency in EFL

learners.

This paper aims to contribute to the ongoing discourse on the effectiveness of the Analytic Linguistic

Approach by providing a comprehensive analysis of its impact on the development of speaking skills

in EFL students. Through a detailed exploration of various input materials such as phonetic

transcriptions, vowel charts, and vocabulary lists, the study will examine how explicit instruction on

pronunciation and linguistic structures can enhance learners’ speaking abilities. Additionally, this study

will investigate the relationship between the Analytic Linguistic Approach and the sub-skills of

speaking, including pronunciation accuracy, fluency, and the ability to convey ideas clearly and

coherently. By synthesizing previous research and conducting a thorough analysis of the approach’s

application in the classroom, this paper seeks to provide valuable insights into how explicit, analytical

methods can contribute to improving speaking skills in EFL contexts.

In sum, the Analytic Linguistic Approach presents a promising pedagogical framework for enhancing

speaking proficiency in EFL students, particularly with regard to pronunciation accuracy and the

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development of a deeper understanding of linguistic structures. Through explicit instruction and the use

of targeted input materials, this approach offers a comprehensive way to address the challenges of

pronunciation and speaking skill development in foreign language learners. The results of this study

aim to further substantiate the effectiveness of this approach and provide practical recommendations

for language teachers seeking to improve their students' speaking abilities in English.

METHODOLOGY

The creation of this research heavily relied on both technological tools and human resources. Various

technology tools, such as laptops and mobile phones, were used to complete the survey. Additionally,

human resources, including tutors and evaluators, were integral in validating the survey instrument. The

research participants were students from the Pedagogy of National and Foreign Language Program at

the Technical University of Ambato. In order to collect data, Google Forms was employed to distribute

and gather responses. This study utilized a quantitative research method, as it was essential to use a

validated survey that students completed based on their knowledge of the subject matter. The

quantitative method encompassed both numerical data representation with visual graphics and the

validation of the survey instrument. Moreover, Chi-Square analysis was applied to test both the null

and alternative hypotheses. As Smith & Hasan (2020) indicate, quantitative research is essential for

statistically examining changes in the data, thus allowing researchers to derive accurate and reliable

conclusions. This approach was specifically chosen to explore the connection between the Analytic

Linguistic Approach and speaking skills, using data analysis, description, and interpretation.

The field research method involves learning about and observing the activities, behaviors, and situations

of a specific group of people, which helps researchers gain a deeper understanding of the context in

which participants operate. According to Robey ( 2018) ,field research requires long-term observation

of participants' behaviors and their responses to various challenges. This type of research allows the

researcher to become actively involved in the participants’ activities in order to identify possible

solutions to the challenges encountered. By doing so, the researcher can offer more effective and

flexible outcomes that better meet the needs of the participants. Furthermore, this study involved

bibliographic research as it drew upon existing works to deepen the understanding of what is known

and unknown about the topic under investigation. This research relied on various academic articles,

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institutional publications, and sources available in virtual libraries to collect relevant and trustworthy

information. Leong & Austin (2023) argue that bibliographic research includes works published by

various authors, including personal materials and institutional resources. For this study, the Technical

University of Ambato’s internet library provided access to publications by international authors who

have written extensively about the Analytic Linguistic Approach and its impact on language learning,

particularly pronunciation skills. Additionally, the study employed a descriptive research approach to

examine and report on the students' accuracy and perspectives. This method was ideal for analyzing

student behavior in a real classroom environment, providing insights into how students understood and

responded to the variables in question. According to Gliner (2011), descriptive research focuses on

documenting "what" is being studied, rather than explaining "why" it happens. By analyzing the data

and summarizing its features, researchers gain a clearer understanding of the subject at hand. This

method allowed the researcher to describe how the Analytic Linguistic Approach could be linked to

speaking skills. The survey results provided valuable insights into whether the two variables were

indeed related, thus contributing to a deeper understanding of how language teaching techniques can

influence speaking abilities.

The primary technique used in this research was a validated survey. The instrument for data collection

was a structured questionnaire divided into two major sections. The first section dealt with the first

variable, the Analytic Linguistic Approach, which consisted of 10 questions that covered two key

dimensions: input materials used in the English lessons and the activities conducted during the lessons.

The first dimension focused on various input materials used to facilitate learning, such as short

sentences, dialogues, phonetic transcriptions of words, vocabulary lists, and vowel charts. The second

dimension of the Analytic Linguistic Approach addressed the types of activities applied in English

lessons, such as listening imitation, pronunciation drills, reading short stories aloud, listening

comprehension, and minimal pair practice. The second section of the questionnaire pertained to

speaking skills, which was the second variable in this study. This section also contained 10 questions,

divided into four dimensions: grammar and vocabulary, pronunciation, discourse management, and

interactive communication. The first dimension, grammar and vocabulary, referred to simple verb

tenses, question formation, negotiations, and expressions of emotions and feelings. The second

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dimension focused on pronunciation, addressing issues such as vowel and consonant sounds and basic

word stress. The third dimension, discourse management, examined students' ability to manage

conversations through turn-taking and the use of linking words. The final dimension, interactive

communication, considered students' abilit to exchange information, initiate conversations, and end

them appropriately. According Berends (2012), surveys are effective tools for collecting large amounts

of data, which can then be used to make informed decisions and draw significant conclusions. The

Likert scale was employed to quantify the responses and determine the percentage of each answer given

by the students. After the development of the survey, it was reviewed and validated by four experts in

the field, who provided feedback and suggestions to refine the instrument. Once validated, the survey

was distributed to 67 students from the third semester of the Pedagogy of National and Foreign

Language Program at the Technical University of Ambato. The participants were between 18 and 23

years old. The reliability of the survey instrument was confirmed through Cronbach’s alpha, which

resulted in a value of 0.846, indicating that the survey was reliable for use with this sample. Students

used mobile phones and laptops to complete the survey, which allowed for efficient data collection.

The data collection process involved presenting the survey to students via Google Forms. The

participants, 67 students from the third, fourth, and fifth semesters of the Pedagogy of National and

Foreign Languages Program, were selected for their relevance to the research question. The researcher

provided an introduction to the study, explained the purpose of the survey, and answered any questions

the students had before they began filling out the questionnaire. After the students completed the survey,

the data was gathered and downloaded for analysis. To present the findings in a clear and accessible

format, graphical representations of the data were created. The null hypothesis of the study posited that

there is no relationship between the Analytic Linguistic Approach and speaking skills, while the

alternative hypothesis suggested that a relationship does exist between these two variables. The

independent variable in this research was the Analytic Linguistic Approach, while the dependent

variable was speaking skills. By conducting this research, the study sought to explore whether there

was a statistically significant correlation between the application of the Analytic Linguistic Approach

and improvements in speaking proficiency, with the aim of offering insights into effective language

teaching methods.

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RESULTS AND DISCUSSION

This section presents an in-depth analysis of the results gathered from the survey of 21 questions, which

was administered to 67 students enrolled in the Pedagogy of National and Foreign Languages program

at the Technical University of Ambato. The survey aimed to assess various factors related to the

students' speaking skills in English and their perception of the Analytic Linguistic Approach’s

contribution to those skills.

The survey results were analyzed to explore how students engage with different aspects of speaking

skills, including pronunciation, vocabulary use, sentence structure, and overall conversational

strategies. The findings demonstrate both strengths and areas where students can further develop their

language proficiency.

The survey results indicate that the majority of students exhibit strong speaking skills, particularly in

pronunciation, vocabulary use, and the ability to manage conversations effectively. For instance, a large

proportion of students (74%) use auxiliary verbs "doesn’t" and "do" frequently or always when

expressing dislikes, indicating a solid understanding of grammar and sentence structure. Furthermore,

57% of the students frequently use vocabulary to express emotions, reflecting their ability to

communicate feelings in English effectively. Additionally, a significant portion of the students (78%)

report being able to articulate individual sounds in English intelligibly, showcasing strong

pronunciation skills.

Pronunciation, specifically regarding vowel and consonant sounds, is an area where most students

perform well. 78% of respondents report that they are able to articulate individual sounds clearly when

expressing their ideas. This high level of articulation allows students to communicate effectively,

ensuring that their ideas are understood by others.

Stress management in three-syllable verbs is another area where the students show a high level of

competence, with 73% of the respondents indicating that they are able to manage stress on three-syllable

verbs in their English speech often or sometimes. This ability is crucial in ensuring that words are

pronounced correctly in conversational speech, leading to clearer communication.

Regarding conversational dynamics, 39% of students use linkers frequently or sometimes to take the

floor during conversations. This shows that many students understand how to manage discourse in

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English, keeping the flow of conversation smooth. Additionally, 66% of students reported using

cohesive devices to express agreements and disagreements, which indicates their ability to structure

their thoughts logically during discussions.

A notable finding is that 85% of students reported finding it easy to maintain conversations with their

classmates in English. This suggests that a majority of students are confident in their conversational

abilities, demonstrating fluency and ease during interactions. Similarly, 82% of students indicated that

they could negotiate ideas with minimal support, highlighting their ability to engage in spontaneous

conversations and negotiate outcomes.

The final survey question, which assessed students' views on the relationship between the Analytic

Linguistic Approach and the development of speaking skills, revealed that 91% of students believe the

approach positively contributes to their speaking skill development. This strong endorsement suggests

that students recognize the importance of structured linguistic approaches in enhancing their speaking

abilities.

In summary, the majority of students exhibit strong speaking skills in areas such as pronunciation,

vocabulary use, and discourse management. However, some students still face challenges, particularly

in using linkers and cohesive devices, and managing stress in three-syllable verbs. These areas may

benefit from targeted interventions. The widespread belief in the positive contribution of the Analytic

Linguistic Approach to speaking skill development supports the inclusion of this approach in the

curriculum.

Table 1. Survey Results on the Development of Speaking Skills among Students

Survey Question/Theme

Percentage of Students

(Frequency)

Key Insights

Use of auxiliary verbs in

expressing dislikes

74% (Always/Often)

Clear understanding of negative

sentence structures.

Use of vocabulary for expressing

emotions

57% (Often)

Strong emotional expression and

vocabulary use in conversations.

Pronunciation clarity (vowel and

consonant sounds)

78% (Always/Often)

High level of pronunciation

awareness and clarity.

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Stress management in 3-syllable

verbs

73% (Often/Sometimes)

Competence in handling

multisyllabic verb stress, which

is essential for fluency.

Use of linkers in conversation

39% (Often/Sometimes)

Adeptness in managing

conversation flow and initiating

discussions.

Use of cohesive devices

(agreements/disagreements)

66% (Often/Sometimes)

Proficiency in structuring ideas

coherently during discussions.

Ease in maintaining conversations

85% (Often/Sometimes)

Confidence and fluency in

conversational exchanges.

Negotiation of ideas with minimal

support

82% (Often/Sometimes)

Ability to negotiate and discuss

ideas effectively with minimal

support.

Perception of the Analytic

Linguistic Approach

91% (Agree)

Strong belief in its role in

speaking skill development.

Note.The table presents the percentage of students who reported specific speaking-related behaviors and their perceptions of

the Analytic Linguistic Approach’s role in enhancing speaking skills.

The chart above offers a comprehensive and detailed visual summary of the survey results, which reflect

students' responses to various aspects of speaking skills in English. The data provides insights into how

frequently students engage in key speaking practices, including the clarity of their pronunciation, their

use of vocabulary to express emotions, and their strategies for managing conversations in English.

These aspects are critical to the development of overall speaking proficiency and fluency in the

language.

Moreover, the chart highlights an important trend: a large portion of the students demonstrate a strong

belief in the effectiveness of the Analytic Linguistic Approach in enhancing their speaking skills. This

shows that the majority of students see value in structured, analytic techniques to improve their spoken

English. In particular, the chart illustrates the frequency with which students use important grammatical

structures, emotional vocabulary, and cohesive devices, such as linkers to express their ideas clearly

and cohesively. These are essential components of effective communication and reflect a high level of

competence in key areas of language use.

While most students appear to be proficient in these aspects, the chart also underscores a notable

observation: a smaller percentage of students report challenges in certain areas, such as utilizing linkers

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to manage conversational flow and effectively managing stress on multisyllabic verbs. This indicates

that, while the majority of students possess strong speaking skills, there are still specific areas that

require targeted attention and improvement. These findings suggest that further instruction and support

in these areas could help students overcome these challenges and elevate their overall speaking

proficiency. In summary, the data reinforces the conclusion that most students exhibit competence in

their speaking skills but also highlights areas where further development and targeted interventions are

necessary to ensure that all students reach their full potential in spoken English.

CONCLUSIONS

This study has explored the relationship between the Analytic Linguistic Approach and the development

of speaking skills among students enrolled in the Pedagogy of National and Foreign Languages

program. Through a comprehensive theoretical framework and the application of a validated survey,

the research provided insight into how different elements of the Analytic Linguistic Approach

contribute to the enhancement of students' speaking abilities.

The investigation into the elements of the Analytic Linguistic Approach revealed two main categories:

input materials and activities. Input materials include short sentences, dialogues, vocabulary lists, and

phonetic transcriptions of words, all of which serve as essential tools for students in understanding and

practicing new language concepts. These materials were found to be effectively utilized by students

when the teacher introduces new topics. Additionally, the second category, which encompasses

activities such as pronunciation drills, listening comprehension exercises, and minimal pair practice,

proved to be vital in helping students improve their pronunciation skills. These activities, when

incorporated into lessons, facilitate clearer and more confident spoken communication among students.

The study also focused on the sub-skills of speaking, which include grammar and vocabulary,

pronunciation, discourse management, and interactive communication. These sub-skills are integral to

achieving fluency in spoken English. The majority of students demonstrated strong proficiency in

negotiating ideas with minimal support and maintaining conversations with their classmates,

particularly in terms of initiating and ending conversations. These findings highlight students' growing

ability to engage in fluid communication, a critical skill for real-world language use. Only a small

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portion of students expressed challenges in these areas, which indicates that while most students possess

solid speaking abilities, some require further development in specific sub-skills.

The chi-square test conducted in the study confirmed a significant relationship between the Analytic

Linguistic Approach and the development of speaking skills, with a result of 0.000. This value strongly

supports the hypothesis that the use of this structured approach contributes to enhancing students'

speaking abilities. Therefore, the results suggest that the integration of the Analytic Linguistic Approach

within the curriculum has a positive and measurable impact on students' language proficiency,

particularly in speaking skills.

In conclusion, the research indicates that the elements of the Analytic Linguistic Approach—such as

input materials and focused activities play a crucial role in fostering essential speaking sub-skills. The

majority of students have demonstrated considerable progress in their ability to express themselves

clearly and effectively in English, with minor areas for improvement. Further interventions tailored to

individual student needs may help to enhance the speaking skills of the small percentage of students

who still face challenges in specific areas of discourse management and pronunciation. The findings

underscore the importance of continued use and refinement of the Analytic Linguistic Approach to

further support the development of speaking proficiency in language learners.

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