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Establishing a framework for learning to teach English pronunciation in an Australian TESOL program

Journal Article


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Abstract


  • A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher learning by first combining the findings from four research-based articles on learning to teach English pronunciation and then by introducing a new and innovative conceptual framework that reflects effective pronunciation teacher preparation in an Australian context.

Publication Date


  • 2018

Citation


  • Burri, M., Baker, A. & Chen, H. (2018). Establishing a framework for learning to teach English pronunciation in an Australian TESOL program. Australian Review of Applied Linguistics, 41 (3), 307-327.

Scopus Eid


  • 2-s2.0-85076207805

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5333&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4305

Number Of Pages


  • 20

Start Page


  • 307

End Page


  • 327

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Netherlands

Abstract


  • A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher learning by first combining the findings from four research-based articles on learning to teach English pronunciation and then by introducing a new and innovative conceptual framework that reflects effective pronunciation teacher preparation in an Australian context.

Publication Date


  • 2018

Citation


  • Burri, M., Baker, A. & Chen, H. (2018). Establishing a framework for learning to teach English pronunciation in an Australian TESOL program. Australian Review of Applied Linguistics, 41 (3), 307-327.

Scopus Eid


  • 2-s2.0-85076207805

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5333&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/4305

Number Of Pages


  • 20

Start Page


  • 307

End Page


  • 327

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Netherlands