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Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions

Journal Article


Abstract


  • This study explored some of the intricate connections between the

    cognitions (beliefs, knowledge, perceptions, attitudes) and pedagogical

    practices of five English language teachers, specifically in relation

    to pronunciation-oriented techniques. Integral to the study was the

    use of semistructured interviews, classroom observations, and stimulated

    recall interviews with the teachers and questionnaires with

    students. Findings reveal that the teachers’ knowledge base of pronunciation

    techniques consisted mainly of controlled techniques—

    techniques strongly manipulated by the teachers and typically considered

    less communicative than other techniques. Of all techniques,

    guided techniques (semistructured) were the least frequently used,

    suggesting in part that the teachers’ knowledge of how to incorporate

    guided techniques on a consistent basis with oral communication

    curricula may be limited. This article also includes discussion of

    three sets of beliefs held by some of the teachers: (1) listening perception

    is essential for producing comprehensible speech, (2) kinesthetic/

    tactile practice is integral to phonological improvement, and

    (3) pronunciation instruction can be boring.

Publication Date


  • 2014

Citation


  • Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, 48 (1), 136-163.

Scopus Eid


  • 2-s2.0-84894412689

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/608

Has Global Citation Frequency


Number Of Pages


  • 27

Start Page


  • 136

End Page


  • 163

Volume


  • 48

Issue


  • 1

Place Of Publication


  • United States

Abstract


  • This study explored some of the intricate connections between the

    cognitions (beliefs, knowledge, perceptions, attitudes) and pedagogical

    practices of five English language teachers, specifically in relation

    to pronunciation-oriented techniques. Integral to the study was the

    use of semistructured interviews, classroom observations, and stimulated

    recall interviews with the teachers and questionnaires with

    students. Findings reveal that the teachers’ knowledge base of pronunciation

    techniques consisted mainly of controlled techniques—

    techniques strongly manipulated by the teachers and typically considered

    less communicative than other techniques. Of all techniques,

    guided techniques (semistructured) were the least frequently used,

    suggesting in part that the teachers’ knowledge of how to incorporate

    guided techniques on a consistent basis with oral communication

    curricula may be limited. This article also includes discussion of

    three sets of beliefs held by some of the teachers: (1) listening perception

    is essential for producing comprehensible speech, (2) kinesthetic/

    tactile practice is integral to phonological improvement, and

    (3) pronunciation instruction can be boring.

Publication Date


  • 2014

Citation


  • Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, 48 (1), 136-163.

Scopus Eid


  • 2-s2.0-84894412689

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/608

Has Global Citation Frequency


Number Of Pages


  • 27

Start Page


  • 136

End Page


  • 163

Volume


  • 48

Issue


  • 1

Place Of Publication


  • United States