INTEGRATING EXPOSURE, PRACTICE, AND INTEGRATION CYCLES FOR HOLISTIC PHONETIC DEVELOPMENT IN YOUNG EFL LEARNERS
DOI:
https://doi.org/10.5281/zenodo.17703020Abstract
This theoretical paper explores how a cyclical Exposure–Practice–Integration (EPI) model can support holistic phonetic development in young EFL (English as a Foreign Language) learners. While primary school phonetics lessons often rely on isolated drills, the proposed cycle emphasizes a sequenced, interconnected approach: rich Exposure to high-quality input, guided Practice with articulatory and auditory support, and Integration activities that embed phonetic patterns into meaningful communicative tasks. Drawing on research in phonological awareness, articulatory phonetics, early literacy development, and communicicative language teaching, the paper argues that cyclical phonetic instruction fosters stronger pronunciation, improved intelligibility, and more resilient long-term retention. Unlike linear instructional models, the EPI cycle ensures continuous recycling of phonetic targets, allowing learners to build stable sound representations and transfer them to real communication. Implications for curriculum design, material development and teacher methodology in primary EFL contexts are discussed.
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