As part of a larger study on teacher professional learning in pronunciation pedagogy, this qualitative study investigates how Vietnamese EFL teachers implement communicative pronunciation teaching in their English classes and how the teachers and students perceive the value of this teaching approach to student learning. Data were collected through classroom observations, individual semi-structured interviews with six EFL teachers and focus group interviews with 24 students (four students per group) at a Vietnamese university. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers constructed their pronunciation lessons with a variety of classroom tasks ranging from form-focused to meaning-focused practice closely following the teaching sequence as instructed in Celce-Murcia, Brinton, and Goodwin’s (2010) communicative framework. The findings further show that both the teachers and students considered communicative pronunciation teaching an effective approach that has the potential to promote learners' pronunciation knowledge, foster their phonological ability and develop their listening and speaking skills. The study concludes with a discussion about implications for second language pronunciation teaching and learning.

作为语音教学中教师专业学习的大型研究的一部分，这项定性研究调查了越南 EFL 教师如何在他们的英语课上实施交际发音教学，以及教师和学生如何看待这种教学方法对学生学习的价值。数据是通过课堂观察、对六名 EFL 教师的个人半结构化访谈以及对越南大学 24 名学生（每组四名学生）的焦点小组访谈收集的。该研究采用基于内容的方法进行定性数据分析。研究结果表明，教师们根据在 Celce-Murcia、Brinton、和 Goodwin (2010) 的交流框架。研究结果进一步表明，教师和学生都认为交际发音教学是一种有效的方法，有可能促进学习者的发音知识，培养他们的语音能力，发展他们的听说能力。该研究最后讨论了对第二语言发音教学和学习的影响。