an-analysis-of-phonetic-and-phonological-content-in-english-curricula-for-high-schools-in-north-macedonia 2025 6 In today’s world of global communication through English as a Lingua
Franca, raising EFL learners’ awareness of English phonological features
is essential for enhancing students’ intelligibility. Sound articulation
and prosody are key elements that support effective interaction without
requiring native-like pronunciation. Phonological awareness enhances
EFL learners’ listening, speaking, and communicative skills. This study
examines the incorporation of phonetics and phonology content in English
curricula for high schools in North Macedonia, their alignment with
CEFR scale for phonological control, and congruence with the English
coursebooks concerning phonological awareness and pronunciation
exercises. While the national curricula emphasize all four language skills,
phonology remains insufficiently addressed. The qualitative research
design through document and content analysis of national curricula
and approved coursebooks reveals varying degrees of phonology-related
exercises, highlighting a disconnect between curricula and teaching materials.
The study’s findings indicate the need for curriculum developers
and policymakers to integrate explicit phonological content and align
national curricula with contemporary linguistic research.

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