Comparing L2 Teachers' Practices with Learners' Perceptions of English Pronunciation Teaching

Autor/in	Burri, Michael
Titel	Comparing L2 Teachers' Practices with Learners' Perceptions of English Pronunciation Teaching
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 1, S.129-145 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Burri, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Student Attitudes; Teacher Effectiveness; Teacher Student Relationship; Pronunciation Instruction; Foreign Countries; Secondary School Students; Comparative Analysis; Cross Cultural Studies; Immigrants; Refugees; Experienced Teachers; Educational Background; Student Characteristics; Teacher Characteristics; Error Correction; Feedback (Response); Language Proficiency; Questionnaires; Multilingualism; Australia; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausspracheübung; Ausland; Sekundarschüler; Cultural comparison; Kulturvergleich; Immigrant; Immigrantin; Immigranten; Flüchtling; Vorbildung; Korrektur; Language skill; Language skills; Sprachkompetenz; Fragebogen; Mehrsprachigkeit; Multilingualismus; Australien
Abstract	The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers' provision of oral corrective feedback meets the students' preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers' practices and students' perceptions. Factors such as the curriculum, instructors' beliefs about second language learning, and their confidence play a role in this discrepancy. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01