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Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions

Baker, Amanda

TESOL quarterly, 2014-03, Vol.48 (1), p.136-163 [Periódico revisado por pares]

Malden: Blackwell Publishing Ltd

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Título:
Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions
Autor: Baker, Amanda
Assuntos: Adult education ; Auditory Perception ; Beliefs ; Classroom communication ; Classroom observation ; Classroom Observation Techniques ; Classroom research ; Classroom techniques ; Cognition ; Computer Assisted Instruction ; English (Second language) ; English as a second language ; English as a second language instruction ; English language learners ; Kinesthetic Methods ; Knowledge Base for Teaching ; Language Teachers ; Listening comprehension ; Oral Language ; Pedagogy ; Phonology ; Pronunciation ; Pronunciation Instruction ; Schemata (Cognition) ; Second Language Instruction ; Second Language Learning ; Second language teaching ; Semi Structured Interviews ; Speech ; Speech perception ; Student Attitudes ; Tactual Perception ; Teacher Attitudes ; Teacher beliefs ; Teachers ; Teaching Methods
É parte de: TESOL quarterly, 2014-03, Vol.48 (1), p.136-163
Notas: istex:FC3F1841F8AE76D2737D5196DD84337A026AEE4A
ArticleID:TESQ99
ark:/67375/WNG-S22261NQ-Q
Refereed article. Includes bibliographical references. Appendices.
TESOL Quarterly; v.48 n.1 p.136-163; March 2014
Descrição: 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.
Editor: Malden: Blackwell Publishing Ltd
Idioma: Inglês

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Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions

Baker, Amanda

Malden: Blackwell Publishing Ltd

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