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Knowledge Base of Pronunciation Teaching: Staking out the Territory (Report)

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eBook details

  • Title: Knowledge Base of Pronunciation Teaching: Staking out the Territory (Report)
  • Author : TESL Canada Journal
  • Release Date : January 22, 2011
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 226 KB

Description

Introduction Studies of second-language (L2) teacher cognition contribute to an expanding and vibrant domain of contemporary applied linguistics research. Central to teacher cognition research are investigations of "the thought processes of teachers" (Ellis, 2006, p. 1). This tradition characterizes teachers as "rational professionals who ... make judgments and decisions in an uncertain and complex environment" (Shavelson&Stern, 1981, p. 456). The aims of teacher cognition (TC) research are to illuminate what constitutes teachers' beliefs and knowledge about teaching, how these beliefs and knowledge have developed, and how they are reflected in actual classroom practices (Andrews&McNeil, 2005; Basturkmen, Loewen,&Ellis, 2004; Borg, 2003b, 2006). Part of the promise of TC research is the effect it can have on prospective teachers' professional development as well as in expanding the awareness and expertise of inservice teachers. When we examine the specific domains of L2 teaching, the degree of attention given in TC studies to such varying domains as the teaching of listening, speaking, reading, writing, and grammar is noticeably uneven. By far the largest number of TC studies have explored teachers' ways of thinking and reasoning in the teaching of grammar (Borg, 1999a; Johnston&Goettsch, 2000; Phipps&Borg, 2009). Somewhat fewer studies have focused on the teaching of reading (El-Okda, 2005; Johnson, 1992) and writing (Burns, 1992; Farrell, 2006). Few TC studies have examined vocabulary teaching (Zhang, 2008), the use of instructional materials (Zacharias, 2005), uses of technology (Lam, 2000), the effects of either teachers' previous language-learning experience (Ellis, 2006) or their language-teaching experience (Gatbonton, 2008). Most striking to us as teacher-researchers interested in enhancing the pronunciation intelligibility of L2 speakers of English is that TC research is even less developed in the domain of L2 pronunciation instruction than in many of the other domains listed above. The few studies that have addressed pronunciation teaching have done so only in relation to teachers' reported cognitions and instructional practices (Baker, in press; Jenkins, 2007; Macdonald, 2002; Sifakis&Sougari, 2005). These studies, however, have not included any analysis of teachers' actual classroom practices (i.e., classroom-based data).


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