Establishing a Framework for Learning to Teach English Pronunciation in an Australian TESOL Program

Autor/inn/en	Burri, Michael; Baker, Amanda; Chen, Honglin
Titel	Establishing a Framework for Learning to Teach English Pronunciation in an Australian TESOL Program
Quelle	In: Australian Review of Applied Linguistics, 41 (2018) 3, S.307-327 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Pronunciation; Teaching Methods; Teacher Education Programs; Oral Language; Language Teachers; Program Effectiveness; Language Skills; Australia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Aussprache; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Language teacher; Sprachunterricht; Language skill; Sprachkompetenz; Australien
Abstract	A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher learning by first combining the findings from four research-based articles on learning to teach English pronunciation and then by introducing a new and innovative conceptual framework that reflects effective pronunciation teacher preparation in an Australian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01