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English Language Teachers’ Beliefs and Concerns About Pronunciation Teaching in Uruguay

Chen, H-Y; Couper, G
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Journal article - summary (141.7Kb)
Permanent link
http://hdl.handle.net/10292/13470
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Abstract
This article reports on the concerns and issues which 28 experienced and well-qualified teachers expressed during individual semi-structured interviews with the researcher. It describes and discusses the participants’ views, pulling together themes representative of a wide range of perspectives on pronunciation teaching. Themes include: teacher anxiety about pronunciation and pronunciation teaching; external factors affecting pronunciation teaching such as curriculum and exam pressures, textbooks, and training received; approaches to teaching and error correction; activities and techniques; and issues related to literacy bias, listen-and-repeat, use of phonemic symbols and pronunciation goals and models. These findings, taken in conjunction with studies of teacher cognition in other contexts, serve to inform all those with an interest in English language teaching, whether they be researchers, teachers or teacher educators, curriculum designers or textbook writers.
Keywords
Error correction; Literacy bias; Pronunciation goals; Pronunciation models; Pronunciation teaching; Teacher anxiety; Teacher cognition and teacher education
Date
November 19, 2019
Source
Journal of Second LanguagePronunciation, 2(1), 29-55. https://doi.org/10.1075/jslp.2.1.02cou
Item Type
Journal article - summary
Publisher
Oasis database
DOI
10.1075/jslp.2.1.02cou
Publisher's Version
https://www.jbe-platform.com/content/journals/10.1075/jslp.2.1.02cou
Rights Statement
This summary has a CC BY-NC-SA license.

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