Article published in:
Australian Review of Applied Linguistics
Vol. 41:3 (2018) ► pp. 307–327

Establishing a framework for learning to teach English pronunciation in an Australian TESOL program

| University of Wollongong
| University of Wollongong
| University of Wollongong
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.
Keywords: second language teacher education, teacher cognition, teacher beliefs, oral communication, pronunciation
Published online: 22 March 2019
https://doi.org/10.1075/aral.18020.bur
References

References

Acton, W., Baker, A. A., Burri, M., & Teaman, B.
(2013) Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234–244). Ames, IA: Iowa State University.Google Scholar
Agostinho, S.
(2005) Naturalistic inquiry in e-learning research. International Journal of Qualitative Methods, 4(1), 13–26. CrossrefGoogle Scholar
Altan, M. Z.
(2006) Beliefs about language learning of foreign language major university students. Australian Journal of Teacher Education, 31(2), 45–52. CrossrefGoogle Scholar
Baker, A. A.
(2011a) ESL teachers and pronunciation pedagogy: Exploring the development of teachers’ cognitions and classroom practices. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 82–94). Aimes, IA: Iowa State University.Google Scholar
(2011b) Pronunciation pedagogy: Second language teacher cognition and practice (Unpublished doctoral dissertation). Georgia State University, GA.Google Scholar
(2014) Exploring teachers’ knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136–163. CrossrefGoogle Scholar
Basturkmen, H.
(2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. CrossrefGoogle Scholar
Bazeley, P., & Jackson, K.
(2013) Qualitative data analysis with NVivo (2nd ed.). Thousand Oaks, CA: Sage Publications Inc.Google Scholar
Borg, S.
(2006) Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
(2009) Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163–171). New York, NY: Cambridge University Press.Google Scholar
(2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. CrossrefGoogle Scholar
(2012) Current approaches to language teacher cognition research: A methodological analysis. In R. Barnard & A. Burns (Eds.), Researching language teacher cognition and practice: International case studies (pp. 11–29). Bristol: Multilingual Matters. CrossrefGoogle Scholar
(2015) Researching language teacher education. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 541–560). New York, NY: Bloomsbury.Google Scholar
Burns, A., Freeman, D., & Edwards, E.
(2015) Theorizing and studying the language-teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585–601. CrossrefGoogle Scholar
Burns, A., & Richards, J. C.
(2009) Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 1–8). Cambridge: Cambridge University Press.Google Scholar
Burri, M.
(2015a) “My perspective changed dramatically”: A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19–37.Google Scholar
(2015b) Student teachers’ cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66–87. CrossrefGoogle Scholar
Burri, M., Baker, A. A., & Chen, H.
(2017) “I feel like having a nervous breakdown”: Pre-service and in-service teachers’ developing beliefs and knowledge about pronunciation instruction. Journal of Second Language Pronunciation, 3(1), 109–135. CrossrefGoogle Scholar
Burri, M., Chen, H., & Baker, A. A.
(2017) Joint development of teacher cognition and identity through learning to teach L2 pronunciation. The Modern Language Journal, 101(1), 128–142. CrossrefGoogle Scholar
Busch, D.
(2010) Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337. CrossrefGoogle Scholar
Buss, L.
(2017) The role of training in shaping pre-service teacher cognition related to L2 pronunciation. Ilha do Desterro, 70, 201–226. CrossrefGoogle Scholar
Cabaroglu, N., & Roberts, J.
(2000) Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402. CrossrefGoogle Scholar
Carrier, K. A.
(2003) NNS teacher trainees in Western-based TESOL programs. ELT Journal, 57(3), 242–250. CrossrefGoogle Scholar
Casanave, C. P.
(2015) Case studies. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 118–135). New York, NY: Bloomsbury.Google Scholar
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B.
(2010) Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press.Google Scholar
Couper, G.
(2017) Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843. CrossrefGoogle Scholar
Derwing, T. M., & Munro, M. J.
(2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Philadelphia, PA: John Benjamin Publishing Company. CrossrefGoogle Scholar
Duff, P. A.
(2008) Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.Google Scholar
Duff, P. A., & Uchida, Y.
(1997) The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451–486. CrossrefGoogle Scholar
Farrell, T. S. C.
(2009) Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63(3), 221–229. CrossrefGoogle Scholar
(2015a) Promoting teacher reflection in second language education: A framework for TESOL professionals. New York, NY: Routledge.Google Scholar
(2015b) Second language teacher education: A reality check. In T. S. C. Farrell (Ed.), International perspectives on English language teacher education: Innovations from the field (pp. 1–15). New York, NY: Palgrave Macmillan.Google Scholar
Foote, J. A., Holtby, A. K., & Derwing, T. M.
(2011) Survey of the teaching pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. CrossrefGoogle Scholar
Freeman, D.
(2002) The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13. CrossrefGoogle Scholar
Freeman, D., & Johnson, K. E.
(1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. CrossrefGoogle Scholar
Gilbert, J.
(2008) Teaching pronunciation: Using the prosody pyramid. New York, NY: Cambridge University Press.Google Scholar
Golombek, P. R., & Jordan, S. R.
(2005) Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513–533. CrossrefGoogle Scholar
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., … Curnick, L.
(2012) The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10(1), 5–27. CrossrefGoogle Scholar
Ho, D.
(2006) The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1), 05.01-05.19. CrossrefGoogle Scholar
Holliday, A.
(2010) Analysing qualitative data. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 98–110). New York, NY: Continuum.Google Scholar
(2015) Qualitative research and analysis. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical course (pp. 49–62). New York, NY: Bloomsbury.Google Scholar
Jenkins, J.
(2005) Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543. CrossrefGoogle Scholar
(2002) A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83–103. CrossrefGoogle Scholar
Johnson, K. E.
(2006) The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235–257. CrossrefGoogle Scholar
(2015) Reclaiming the relevance of L2 teacher education. The Modern Language Journal, 99(3), 515–528. CrossrefGoogle Scholar
Johnson, K. E., & Golombek, P. R.
(2016) Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York, NY: Routledge. CrossrefGoogle Scholar
Kang, O., Thomson, R. I., & Murphy, J.
(Eds.) (2018) The Routledge handbook of contemporary English pronunciation. New York, NY: Routledge.Google Scholar
Kanno, Y., & Stuart, C.
(2011) Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252. CrossrefGoogle Scholar
Kelly, L. G.
(1969) 25 centuries of language teaching: 500BC – 1969. Rowley, MA: Newbury House Publishers.Google Scholar
Kiss, T.
(2012) The complexity of teacher learning: Reflection as a complex dynamic system. Journal of Interdisciplinary Research in Education, 2(1), 17–35.Google Scholar
Kourieos, S.
(2014) The knowledge base of primary EFL teachers: Pre-service and in-service teachers’ perceptions. Journal of Language Teaching and Research, 5(2), 291–300. CrossrefGoogle Scholar
Larsen-Freeman, D.
(2011) A complexity theory approach to second language development/acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 48–72). New York, NY: Routledge.Google Scholar
Lee, J., Jang, J., & Plonsky, L.
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. CrossrefGoogle Scholar
Levis, J.
(2015) Pronunciation trends across journals and the journal of second language pronunciation. Journal of Second Language Pronunciation, 1(2), 129–134. CrossrefGoogle Scholar
Litzenberg, J.
(2014) Pre-service teacher perspectives towards pedagogical uses of non-native and native speech samples. International Journal of Applied Linguistics, 26(2), 168–189. CrossrefGoogle Scholar
Macalister, J.
(2016) Tracing it back: Identifying the impact of a trans-national language teacher education programme on classroom practice. RELC Journal, 47(1), 59–70. CrossrefGoogle Scholar
Morgan, B.
(1997) Identity and intonation: Linking dynamic processes in an ESL classroom. TESOL Quarterly, 31(3), 431–450. CrossrefGoogle Scholar
Murphy, J.
(2014) Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 188–224). Ann Arbor, MI: The University of Michigan Press.Google Scholar
Murphy, J., & Kandil, M.
(2004) Word-level stress patterns in the academic word list. System, 32, 61–74. CrossrefGoogle Scholar
Murray, H.
(2003) Swiss English teachers and Euro-English: Attitudes to a non-native variety. Bulletin VALS-ASLA, 77, 147–165.Google Scholar
Ogilvie, G., & Dunn, W.
(2010) Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–181. CrossrefGoogle Scholar
Park, G.
(2012) “I am never afraid of being recognized as an NNES”: One teacher’s journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127–151. CrossrefGoogle Scholar
Peacock, M.
(2001) Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177–195. CrossrefGoogle Scholar
Polat, N.
(2010) A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38(2), 228–244. CrossrefGoogle Scholar
Rahimi, M., & Zhang, L.
(2015) Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122. CrossrefGoogle Scholar
Reed, M., & Levis, J.
(Eds.) (2015) The handbook of English pronunciation. Malden, MA: Wiley Blackwell. CrossrefGoogle Scholar
Richards, J. C.
(1990) The dilemma of teacher education in second language teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 3–15). Cambridge: Cambridge University Press.Google Scholar
Richards, J. C., & Farrell, T. S. C.
(2005) Professional development for language teachers. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Saito, K.
(2012) Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. CrossrefGoogle Scholar
Spada, N., & Lightbown, P. M.
(2008) Form-focused instruction: Isolated or integrated. TESOL Quarterly, 42(2), 181–207. CrossrefGoogle Scholar
Stake, R. E.
(1995) The art of case study research. Thousand Oaks, CA: Sage Publications, Inc.Google Scholar
Tang, E. L., Lee, J. C., & Chun, C. K.
(2012) Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107. CrossrefGoogle Scholar
Thomson, R. I.
(2014) Accent reduction and pronunciation instruction are the same thing. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 160–187). Ann Arbor, MI: The University of Michigan Press.Google Scholar
Thomson, R. I., & Derwing, T. M.
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. CrossrefGoogle Scholar
Timoštšuk, I., & Ugaste, A.
(2010) Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563–1570. CrossrefGoogle Scholar
Urmston, A.
(2003) Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112–137. CrossrefGoogle Scholar
Warford, M. K., & Reeves, J.
(2003) Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9(1), 47–65. CrossrefGoogle Scholar
Wright, T.
(2010) Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. CrossrefGoogle Scholar
Wright, T., & Beaumont, M.
(2015) Introduction. In T. Wright & M. Beaumont (Eds.), Experiences of second language teacher education (pp. 1–14). New York, NY: Palgrave Macmillan.Google Scholar
Wyatt, M., & Borg, S.
(2011) Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching, 5(3), 233–252. CrossrefGoogle Scholar
Yates, L., & Zielinski, B.
(2009) Give it a go: Teaching pronunciation to adults. Sydney, NSW: AMEP Research Centre.Google Scholar