دورية أكاديمية
Implementing Explicit Pronunciation Instruction: The Case of a Nonnative English-Speaking Teacher
| العنوان: | Implementing Explicit Pronunciation Instruction: The Case of a Nonnative English-Speaking Teacher |
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| اللغة: | English |
| المؤلفون: | Gordon, Joshua (ORCID |
| المصدر: | Language Teaching Research. May 2023 27(3):718-745. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Pronunciation Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Knowledge Base for Teaching, Educational Benefits, Guidelines, Learning Experience, Native Speakers, Teaching Experience, Language Teachers, Schemata (Cognition), Decision Making, Undergraduate Students, Phonetics, Foreign Countries |
| مصطلحات جغرافية: | Costa Rica |
| DOI: | 10.1177/1362168820941991 |
| تدمد: | 1362-1688 1477-0954 |
| مستخلص: | Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking teachers (NNSTs) can be as effective as native-speaking teachers (NSTs) in pronunciation instruction, and that their training needs resemble those of NSTs, the way NNSTs implement L2 pronunciation instruction has not been studied extensively. This is important to understand given the number of NNSTs of English worldwide at present, and because of the potential benefits of nonnative-speaking pronunciation teaching models in general. In this study, I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language (EFL) to understand both his actual teaching practices and the rationale behind such practices. Using a framework of knowledge base of language teaching, this study demonstrates how factors such as previous teaching and learning experiences, teaching context, and L2 learner characteristics shaped and guided the techniques the teacher implemented in class. These results are discussed in terms of implications for pronunciation teaching and teacher training purposes. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1375328 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1362-1688 1477-0954 |
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| DOI: | 10.1177/1362168820941991 |