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Knowledge base of pronunciation teaching: staking out the territory

Journal Article


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Abstract


  • Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL)

    and English as a foreign language (EFL) continues to be limited. This limitation

    is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes

    are (a) to document the current knowledge base of pronunciation teaching, and

    (b) to propose future directions for classroom-based teacher cognition research in

    this area.

UOW Authors


Publication Date


  • 2011

Citation


  • Baker, A. & Murphy, J. (2011). Knowledge base of pronunciation teaching: staking out the territory. Tesl Canada Journal, 28 (2), 29-50.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2352&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1037

Number Of Pages


  • 21

Start Page


  • 29

End Page


  • 50

Volume


  • 28

Issue


  • 2

Place Of Publication


  • http://www.teslcanadajournal.ca/index.php/tesl/article/view/1071

Abstract


  • Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL)

    and English as a foreign language (EFL) continues to be limited. This limitation

    is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes

    are (a) to document the current knowledge base of pronunciation teaching, and

    (b) to propose future directions for classroom-based teacher cognition research in

    this area.

UOW Authors


Publication Date


  • 2011

Citation


  • Baker, A. & Murphy, J. (2011). Knowledge base of pronunciation teaching: staking out the territory. Tesl Canada Journal, 28 (2), 29-50.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2352&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1037

Number Of Pages


  • 21

Start Page


  • 29

End Page


  • 50

Volume


  • 28

Issue


  • 2

Place Of Publication


  • http://www.teslcanadajournal.ca/index.php/tesl/article/view/1071