1887
  1. Home
  2. e-Journals
  3. Journal of Second Language Pronunciation
  4. Volume 3, Issue 1
  5. Article
Volume 3, Issue 1
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.

© 2017 John Benjamins Publishing Company
This work is currently available as a sample.
Loading

Article metrics loading...

/content/journals/10.1075/jslp.3.1.05bur
2017-04-14
2024-10-14

  • From This Site

    /content/journals/10.1075/jslp.3.1.05bur
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Acton, W
    (2001) FocalSpeak: Integrating rhythm and stress in speech-pronunciation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp.197–217). Ann Arbor, MI: University of Michigan Press.
     [Google Scholar]
  2. Acton, W. , Baker, A. A. , Burri, M. , & Teaman, B
    (2013) Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, August 2012 (pp.234–244). Ames, IA: Iowa State University.
     [Google Scholar]
  3. Altan, M. Z
    (2006) Beliefs about language learning of foreign language major university students. Australian Journal of Teacher Education, 31, 45–52. doi: 10.14221/ajte.2006v31n2.5
     https://doi.org/10.14221/ajte.2006v31n2.5 [Google Scholar]
  4. Aslan, E
    (2015) When the native is also a non-native: "Retrodicting" the complexity of language teacher cognition. The Canadian Modern Language Review, 71(3), 244–269. doi: 10.3138/cmlr.2575
     https://doi.org/10.3138/cmlr.2575 [Google Scholar]
  5. Baker, A. A
    (2011a) Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292. doi: 10.5054/tj.2011.259955
     https://doi.org/10.5054/tj.2011.259955 [Google Scholar]
  6. (2011b) ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, September 2010 (pp.82–94). Aimes, IA: Iowa State University.
     [Google Scholar]
  7. (2014) Exploring teachers' knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136–163. doi: 10.1002/tesq.99
     https://doi.org/10.1002/tesq.99 [Google Scholar]
  8. Baker, A. A. , & Murphy, J
    (2011) Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50. doi: 10.18806/tesl.v28i2.1071
     https://doi.org/10.18806/tesl.v28i2.1071 [Google Scholar]
  9. Barnard, R. , & Burns, A
    (Eds.) (2012) Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters. 10.21832/9781847697912
     https://doi.org/10.21832/9781847697912 [Google Scholar]
  10. Basturkmen, H
    (2012) Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282–295. doi: 10.1016/j.system.2012.05.001
     https://doi.org/10.1016/j.system.2012.05.001 [Google Scholar]
  11. Borg, M
    (2005) A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9(2), 1–30.
     [Google Scholar]
  12. Borg, S
    (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. doi: 10.1017/S0261444803001903
     https://doi.org/10.1017/S0261444803001903 [Google Scholar]
  13. (2006) Teacher cognition and language education: Research and practice. London: Continuum.
     [Google Scholar]
  14. (2009) Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.163–171). New York, NY: Cambridge University Press.
     [Google Scholar]
  15. (2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. doi: 10.1016/j.system.2011.07.009
     https://doi.org/10.1016/j.system.2011.07.009 [Google Scholar]
  16. Breitkreutz, J. , Derwing, T. M. , & Rossiter, M. J
    (2001) Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51–61. doi: 10.18806/tesl.v19i1.919
     https://doi.org/10.18806/tesl.v19i1.919 [Google Scholar]
  17. Burgess, J. , & Spencer, S
    (2000) Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191–215. doi: 10.1016/S0346‑251X(00)00007‑5
     https://doi.org/10.1016/S0346-251X(00)00007-5 [Google Scholar]
  18. Burns, A
    (2006) Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39, 34–41.
     [Google Scholar]
  19. Burns, A. , & Richards, J. C
    (2009) Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.1–8). Cambridge: Cambridge University Press.
     [Google Scholar]
  20. Burri, M
    (2015a) “My perspective changed dramatically”: A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19–37.
     [Google Scholar]
  21. (2015b) Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66–87. doi: 10.14221/ajte.2015v40n10.5
     https://doi.org/10.14221/ajte.2015v40n10.5 [Google Scholar]
  22. Buss, L
    (2015) Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research. doi: 10.1177/1362168815574145
     https://doi.org/10.1177/1362168815574145 [Google Scholar]
  23. Cabaroglu, N. , & Roberts, J
    (2000) Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402. doi: 10.1016/S0346‑251X(00)00019‑1
     https://doi.org/10.1016/S0346-251X(00)00019-1 [Google Scholar]
  24. Celce-Murcia, M. , Brinton, D. , & Goodwin, J
    (2010) Teaching pronunciation: A course book and reference guide, 2nd ed. New York, NY: Cambridge University Press.
     [Google Scholar]
  25. Creswell, J. W
    (2013) Qualitative inquiry & research design: Choosing among five approaches, 3rd ed. Thousand Oaks, CA: Sage.
     [Google Scholar]
  26. Derwing, T. M. , Diepenbroek, L. G. , & Foote, J. A
    (2012) How well do generall-skills ESL textbooks address pronunciation?TESL Canada Journal, 30(1), 22–44. doi: 10.18806/tesl.v30i1.1124
     https://doi.org/10.18806/tesl.v30i1.1124 [Google Scholar]
  27. Diepenbroek, L. G. , & Derwing, T. M
    (2013) To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development?TESL Canada Journal, 30(7), 1–20. doi: 10.18806/tesl.v30i7.1149
     https://doi.org/10.18806/tesl.v30i7.1149 [Google Scholar]
  28. Duff, P. A
    (2008) Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.
     [Google Scholar]
  29. Farrell, T. S. C
    (2007) Reflective language teaching: From research to practice. New York, NY: Continuum.
     [Google Scholar]
  30. (2009) Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63(3), 221–229. doi: 10.1093/elt/ccn058
     https://doi.org/10.1093/elt/ccn058 [Google Scholar]
  31. Farrell, T. S. C. , & Tomenson-Filion, B
    (2014) Teacher beliefs and classroom practices. In B. S. Selim & L. J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiatives (pp.346–374). New York, NY: Routledge.
     [Google Scholar]
  32. Foote, J. A. , Holtby, A. K. , & Derwing, T. M
    (2011) Survey of the teaching pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. doi: 10.18806/tesl.v29i1.1086
     https://doi.org/10.18806/tesl.v29i1.1086 [Google Scholar]
  33. Foote, J. A. , Trofimovich, P. , Collins, L. , & Urzúa, F
    (2013) Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 1–16. doi: 10.1080/09571736.2013.784345
     https://doi.org/10.1080/09571736.2013.784345 [Google Scholar]
  34. Freeman, D
    (2002) The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13. doi: 10.1017/S0261444801001720
     https://doi.org/10.1017/S0261444801001720 [Google Scholar]
  35. Freeman, D. , & Johnson, K. E
    (1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. doi: 10.2307/3588114
     https://doi.org/10.2307/3588114 [Google Scholar]
  36. Gilbert, J
    (2012) Clear Speech, 4th ed. New York, NY: Cambridge University Press. doi: 10.1017/CBO9781139523172
     https://doi.org/10.1017/CBO9781139523172 [Google Scholar]
  37. Graham, C
    (1986) Small talk: More jazz chants. Oxford: Oxford University Press.
     [Google Scholar]
  38. Gutierrez Almarza, G
    (1996) Student foreign language teachers' knowledge growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp.50–78). Cambridge: Cambridge University Press.
     [Google Scholar]
  39. Harmer, J
    (2007) The practice of English language teaching, 4th ed. Harlow, UK: Pearson Education.
     [Google Scholar]
  40. Hong, J. Y
    (2010) Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. doi: 10.1016/j.tate.2010.06.003
     https://doi.org/10.1016/j.tate.2010.06.003 [Google Scholar]
  41. Johnson, K. E
    (1992) The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Literacy Research, 24(1), 83–108. doi: 10.1080/10862969209547763
     https://doi.org/10.1080/10862969209547763 [Google Scholar]
  42. (1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452. doi: 10.1016/0742‑051X(94)90024‑8
     https://doi.org/10.1016/0742-051X(94)90024-8 [Google Scholar]
  43. Kanno, Y. , & Stuart, C
    (2011) Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252. doi: 10.1111/j.1540‑4781.2011.01178.x
     https://doi.org/10.1111/j.1540-4781.2011.01178.x [Google Scholar]
  44. Kourieos, S
    (2014) The knowledge base of primary EFL teachers: Pre-service and in-service teachers' perceptions. Journal of Language Teaching and Research, 5(2), 291–300. doi: 10.4304/jltr.5.2.291‑300
     https://doi.org/10.4304/jltr.5.2.291-300 [Google Scholar]
  45. Krueger, R. A. , & Casey, M. A
    (2000) Focus groups: A practical guide for applied research, 3rd ed. Thousand Oaks, CA: Sage.
     [Google Scholar]
  46. Kubanyiova, M
    (2012) Teacher development in action: Understanding language teachers' conceptual change. New York, NY: Palgrave Macmillan. 10.1057/9780230348424
     https://doi.org/10.1057/9780230348424 [Google Scholar]
  47. Kurihara, Y. , & Samimy, K
    (2007) The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal, 29(1), 99–122. 10.37546/JALTJJ29.1‑5
     https://doi.org/10.37546/JALTJJ29.1-5 [Google Scholar]
  48. Levis, J
    (1999) Intonation in theory and in practice, revisited. TESOL Quarterly, 33(1), 37–54. doi: 10.2307/3588190
     https://doi.org/10.2307/3588190 [Google Scholar]
  49. Levis, J. , & Grant, L
    (2003) Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19. doi: 10.1002/j.1949‑3533.2003.tb00125.x
     https://doi.org/10.1002/j.1949-3533.2003.tb00125.x [Google Scholar]
  50. Lortie, D
    (1975) Schoolteacher : A sociological study. Chicago, IL: University of Chicago Press.
     [Google Scholar]
  51. Mattheoudakis, M
    (2007) Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23(8), 1272–1288. doi: 10.1016/j.tate.2006.06.001
     https://doi.org/10.1016/j.tate.2006.06.001 [Google Scholar]
  52. Mertens, D
    (2010) Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods, 3rd ed. Thousand Oaks, CA: Sage.
     [Google Scholar]
  53. Morley, J
    (1991) The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520. doi: 10.2307/3586981
     https://doi.org/10.2307/3586981 [Google Scholar]
  54. Murphy, D
    (2011) An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10–18. doi: 10.1017/S0266078411000484
     https://doi.org/10.1017/S0266078411000484 [Google Scholar]
  55. Murphy, J
    (1997) Phonology courses offered by MATESOL programs in the U.S. TESOL Quarterly, 31(4), 741–764. doi: 10.2307/3587758
     https://doi.org/10.2307/3587758 [Google Scholar]
  56. (2014) Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp.188–224). Ann Arbor, MI: The University of Michigan Press.
     [Google Scholar]
  57. Murray, H
    (1995) Tracing the development of language awareness: An exploratory study of language teachers in training. Unpublished doctoral dissertation. Universität Bern.
     [Google Scholar]
  58. Peacock, M
    (2001) Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29(2), 177–195. doi: 10.1016/S0346‑251X(01)00010‑0
     https://doi.org/10.1016/S0346-251X(01)00010-0 [Google Scholar]
  59. Polat, N
    (2010) A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38(2), 228–244. doi: 10.1016/j.system.2010.03.004
     https://doi.org/10.1016/j.system.2010.03.004 [Google Scholar]
  60. Richards, J. C. , & Farrell, T. S. C
    (2005) Professional development for language teachers. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667237
     https://doi.org/10.1017/CBO9780511667237 [Google Scholar]
  61. Scales, J. , Wennerstrom, A. , Richard, D. , & Wu, S. H
    ( 2006) Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715–738. doi: 10.2307/40264305
     https://doi.org/10.2307/40264305 [Google Scholar]
  62. Sicola, L. , & Darcy, I
    (2015) Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp.471–487). Malden, MA: Wiley Blackwell. 10.1002/9781118346952.ch26
     https://doi.org/10.1002/9781118346952.ch26 [Google Scholar]
  63. Stake, R. E
    (1995) The art of case study research. Thousand Oaks, CA: Sage.
     [Google Scholar]
  64. Tang, E. L. , Lee, J. C. , & Chun, C. K
    (2012) Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107. doi: 10.14221/ajte.2012v37n5.8
     https://doi.org/10.14221/ajte.2012v37n5.8 [Google Scholar]
  65. Tergujeff, E
    (2012) English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching & Research, 3(4), 599–607. doi: 10.4304/jltr.3.4.599‑607
     https://doi.org/10.4304/jltr.3.4.599-607 [Google Scholar]
  66. Thomson, R. , & Derwing, T. M
    (2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics. doi: 10.1093/applin/amu076
     https://doi.org/10.1093/applin/amu076 [Google Scholar]
  67. Trofimovich, P. , & Gatbonton, E
    (2006) Repetition and focus on form in L2 Spanish word processing: Implications for pronunciation instruction. Modern Language Journal, 90(4), 519–535. doi: 10.1111/j.1540‑4781.2006.00464.x
     https://doi.org/10.1111/j.1540-4781.2006.00464.x [Google Scholar]
  68. Tsui, A. B. M
    (2011) Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp.21–39). New York, NY: Taylor and Francis.
     [Google Scholar]
  69. Urmston, A
    (2003) Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112–137. doi: 10.1080/09500780308666843
     https://doi.org/10.1080/09500780308666843 [Google Scholar]
  70. Wahid, R. , & Sulong, S
    (2013) The gap between research and practice in the teaching of English pronunciation: Insights from teachers' beliefs and bractices. World Applied Sciences Journal, 21, 133–142.
     [Google Scholar]
  71. Warford, M. K. , & Reeves, J
    (2003) Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9(1), 47–65. doi: 10.1080/1354060032000049904
     https://doi.org/10.1080/1354060032000049904 [Google Scholar]
  72. Woods, D
    (1996) Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
     [Google Scholar]
  73. Wright, T
    (2010) Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. doi: 10.1017/S0261444810000030
     https://doi.org/10.1017/S0261444810000030 [Google Scholar]
  74. Wyatt, M
    (2009) Practical knowledge growth in communciative language teaching. TESL-EJ, 13(2), 1–23.
     [Google Scholar]
  75. Wyatt, M. , & Borg, S
    (2011) Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching, 5(3), 233–252. doi: 10.1080/17501229.2010.537340
     https://doi.org/10.1080/17501229.2010.537340 [Google Scholar]
/content/journals/10.1075/jslp.3.1.05bur
Loading
  • Article Type: Research Article
Keyword(s): in-service teachers; pre-service teachers; pronunciation; second language teacher education; teacher cognition

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error