Pronunciation Teaching in Tertiary EFL Classes: Vietnamese Teachers' Beliefs and Practices

Autor/inn/en	Nguyen, Loc Tan; Newton, Jonathan
Titel	Pronunciation Teaching in Tertiary EFL Classes: Vietnamese Teachers' Beliefs and Practices
Quelle	In: TESL-EJ, 24 (2020) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Pronunciation Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Teacher Attitudes; Language Teachers; College Students; Video Technology; Foreign Countries; College Faculty; Recall (Psychology); Content Analysis; Error Correction; Feedback (Response); Vietnam + Suchen Sie Ihr Suchwort? Ausspracheübung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Language teacher; Sprachunterricht; Collegestudent; Ausland; Fakultät; Abberufung; Inhaltsanalyse; Korrektur
Abstract	Recent research in English as a second language (ESL) contexts has shown pronunciation teaching to be undervalued and often overlooked both in published textbooks and teachers' classroom practice, despite growing research evidence for the efficacy of appropriately structured pronunciation teaching. The current study extends research on this topic into an English as a foreign language (EFL) context where it has hitherto been underexamined, namely tertiary EFL in Vietnam. The study investigates the beliefs and pronunciation teaching practices of six EFL teachers at a Vietnamese university. Data includes nonparticipant observations and video-recordings of twelve 45-minute EFL lessons taught by these teachers. Classroom observations were followed-up by individual interviews involving stimulated recall and general questions about beliefs and perspectives concerning pronunciation teaching. Interviews were transcribed and translated into English for content-based analysis. The results show that the teachers' pronunciation teaching was typically unplanned and reactive, involving corrective feedback through recasts and/or prompts in response to learners' pronunciation errors of segmental features. The study also shows that the teachers lacked initial training and professional learning opportunities in pronunciation pedagogy and that contextual factors appeared to constrain their pronunciation teaching. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01