Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Autor/in	Kochem, Tim
Titel	Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 4, S.1136-1162 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kochem, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3095
Schlagwörter	Pronunciation Instruction; Capstone Experiences; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Graduate Students; Language Teachers; Instructional Effectiveness; Schemata (Cognition); Student Attitudes; Recall (Psychology); Tutoring; Writing (Composition); Reflection; Teacher Education Programs; Correlation + Suchen Sie Ihr Suchwort? Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Unterrichtserfolg; Cognition; Schema; Kognition; Schülerverhalten; Abberufung; Förderkonzept; Nachhilfeunterricht; Schreibübung; Korrelation
Abstract	In recent years, research into the learning of pronunciation pedagogy and its effects on a teacher's capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered: the direct effect that coursework has on a trainee's ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi-structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees' techniques. Trainees requested more in-class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees' use of the communicative framework (Celce-Murcia, Brinton, Goodwin, & Griner, 2010) as an 'order of operations'. These results highlight the importance of training in pronunciation pedagogy which includes a hands-on experience. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01