Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues

Autor/in	Couper, Graeme
Titel	Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51 (2017) 4, S.820-843 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.354
Schlagwörter	Schemata (Cognition); Language Teachers; Pronunciation Instruction; Error Patterns; English (Second Language); Second Language Learning; Second Language Instruction; Knowledge Base for Teaching; Teacher Attitudes; Semi Structured Interviews; Foreign Countries; Intonation; Phonology; Speech Communication; Teacher Education; Faculty Development; New Zealand + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Language teacher; Sprachunterricht; Ausspracheübung; Fehlertyp; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Ausland; Fonologie; Lehrerausbildung; Lehrerbildung; Neuseeland
Abstract	This article reports on teachers' knowledge and perceptions and the issues they are concerned about in relation to pronunciation teaching. Understanding teacher cognition helps to ensure research and pedagogical advice are appropriately directed. However, there has been only a limited amount of research in this area. The researcher collected data for this study through semistructured interviews with 19 English language teachers in New Zealand. A number of themes emerged, including a lack of initial training and knowledge of phonology, leading to uncertainty about exactly what should be taught and how. This often meant pronunciation was neglected, especially in areas such as stress and intonation. It was also found that much teaching was ad hoc and in response to errors. Concerns included how to teach pronunciation in mixed-first language classes and how to help learners with speech perception. The findings raise questions for reflective practice, teacher education, and professional development; recent research has found some answers, but these are not all represented in the knowledge base of teachers, teacher education courses, or classroom textbooks. The issues raised also underline the need for more research in a number of areas. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01