Developing and Evaluating a Flipped Corpus-Aided English Pronunciation Teaching Approach for Pre-Service Teachers in Hong Kong

Autor/inn/en	Chen, Hsueh Chu; Tian, Jing Xuan
Titel	Developing and Evaluating a Flipped Corpus-Aided English Pronunciation Teaching Approach for Pre-Service Teachers in Hong Kong
Quelle	In: Interactive Learning Environments, 30 (2022) 10, S.1918-1931 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Hsueh Chu) ORCID (Tian, Jing Xuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1753217
Schlagwörter	Flipped Classroom; Teaching Methods; Computational Linguistics; Pronunciation Instruction; Elementary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Effectiveness; Preservice Teachers; Workshops; Student Attitudes; Task Analysis; Metalinguistics; Teacher Education Programs; MOOCs; Language Variation; Language Teachers; Instructional Design; Hong Kong + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Computerlinguistik; Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Unterrichtserfolg; Lernwerkstatt; Schulung; Schülerverhalten; Aufgabenanalyse; Metalanguage; Metasprache; Sprachenvielfalt; Language teacher; Sprachunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Hongkong
Abstract	This study aimed to develop a corpus-aided pronunciation teacher-training programme and examine the effectiveness of a corpus-aided pronunciation teaching approach in English classrooms in Hong Kong. A workshop was conducted for 86 participants to introduce several English learner corpora. After the workshop, eight volunteer participants, pre-service teachers in Hong Kong, were paired off, entered into a seven-stage corpus-aided pronunciation teacher programme and attended interviews. One pair was selected to give a trial lesson, and 13 primary school students were invited to evaluate this lesson. The results revealed that the training provided sufficient knowledge about corpus-aided pronunciation teaching and task design. The pre-service teachers expressed a strong willingness to use corpus data as examples to raise students' awareness of commonly mispronounced sounds. They agreed that the flipped instruction component was effective. Of the 13 primary school students, 83.33% agreed that they learned how to pronounce the target sounds correctly, and 75% were able to identify their mispronounced sounds via the corpus-aided teaching method. The findings will not only provide pre-service teachers with examples of corpus-aided pronunciation lesson plans and materials but also contribute to integrating the flipped classroom approach into teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01