Teaching Phonological Accuracy and Communicative Fluency at Thai Secondary Schools

Autor/in	Likitrattanaporn, Wannakarn
Titel	Teaching Phonological Accuracy and Communicative Fluency at Thai Secondary Schools
Quelle	In: English Language Teaching, 7 (2014) 2, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Secondary School Students; Positive Attitudes; Phonology; Accuracy; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teaching Methods; Foreign Countries; Communicative Competence (Languages); Secondary School Teachers; Questionnaires; Rating Scales; Language Fluency; Qualitative Research; Thailand + Suchen Sie Ihr Suchwort? Sekundarschüler; Fonologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fragebogen; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Qualitative Forschung
Abstract	The purpose of this investigation was to determine the opinions of secondary level Thai teachers who teach English. Their perspectives were collected and compared concerning phonological accuracy practice, communicative fluency activities, authentic teaching techniques and determining appropriate ways to solve the problems of phonological teaching and communicative English language teaching in Thailand. The subjects of the study were 96 teachers from 8 secondary schools in Bangkok, Thailand. The research instrument included a questionnaire with thirty items measured on a five point rating scale plus four open-ended questions seeking descriptive data. The data were statistically compiled according to arithmetic mean and percentage. The results showed that the teachers have very highly positive attitudes towards teaching phonological accuracy and highly positive attitudes towards communicative fluency activities. However, teachers' attitudes do not relate to the pedagogy conducted in their classrooms as highly as expected. It was also found that the teachers considered themselves to have sufficient knowledge of the theoretical content on phonological accuracy and communicative fluency activity, but most of them also wanted to improve their teaching in these aspects. Many problems revealed by the data are discussed to establish appropriate solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01