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Article published In: Journal of Second Language Pronunciation
Vol. 7:2 (2021) ► pp.212–239

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Teacher cognition of pronunciation teaching

The techniques teachers use and why

ORCiD logo with link | Auckland University of Technology (AUT), New Zealand
Published online: 28 January 2021
DOI logo with link
https://doi.org/10.1075/jslp.20004.cou
Abstract
Recent advances in our empirically-based understanding of the role of instruction in pronunciation learning have been accompanied by growing recognition of the need for more knowledge about teachers’ cognitions of pronunciation teaching. That is, we want to know what they do and why because it informs teacher educators and researchers and provides a useful forum for teacher reflective practice. This paper draws on semi-structured interviews (N = 19), classroom observations (N = 6) and follow-up discussions to report on the pronunciation techniques the participants say they use, what they were observed using, and their related knowledge and beliefs. The following thematic areas emerged: Ways of presenting pronunciation; Listen-and-repeat practice; Explicit/analytic practice activities; Sounds and spelling; Use of phonemic symbols; Speech perception and awareness raising. The findings are discussed in terms of factors driving teacher behaviour, advice that can be given to language teachers and teacher educators and areas that need further research.
Article outline
  • 1.Introduction
    • 1.1Theory and research related to pronunciation teaching techniques
    • 1.2Teacher cognition of pronunciation teaching techniques
    • 1.3Aims and research questions
  • 2.Methods
    • 2.1Participants
      • Interview participants
      • Observation participants
    • 2.2Data collection and analysis
      • 2.2.1Interviews
      • 2.2.2Observations and follow-up discussions
  • 3.Results
    • 3.1Presenting pronunciation: Intuitive/imitative – explicit/analytic
      • Interview data
      • Observation data
    • 3.2Intuitive/imitative practice
      • Interview data
      • Observation data
    • 3.3Explicit/analytic practice activities
      • Interview data
      • Observation data
    • 3.4Sounds and spelling
      • Interview data
      • Observation data
    • 3.5Use of phonemic symbols
      • Interview data
      • Observation data
    • 3.6Speech perception and awareness raising
      • Interview data
      • Observation data
  • 4.Discussion
    • 4.1Teachers’ beliefs and actions
    • 4.2Motivations for teachers’ choices
    • 4.3Implications
  • 5.Conclusion
    • 5.1Limitations and further research
  • Note
  • References
References (40)
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