Enhancing EFL Teachers' Pronunciation Pedagogy through Professional Learning: A Vietnamese Case Study

Autor/inn/en	Nguyen, Loc Tan; Newton, Jonathan
Titel	Enhancing EFL Teachers' Pronunciation Pedagogy through Professional Learning: A Vietnamese Case Study
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Loc Tan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220952476
Schlagwörter	Teaching Methods; Instructional Improvement; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Faculty Development; Pronunciation Instruction; Language Teachers; Teaching Skills; Video Technology; Teacher Workshops; Pedagogical Content Knowledge; Content Analysis; College Faculty; Lesson Plans; Vietnam + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Ausspracheübung; Language teacher; Sprachunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Inhaltsanalyse; Fakultät; Lesson planning; Unterrichtsplanung
Abstract	The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers' perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers' knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers' professional development in pronunciation teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01