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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
Article outline
  • 1.Introduction
  • 2.Second language teacher education and pronunciation teacher preparation
  • 3.Methodology
    • 3.1Study design
    • 3.2Participants
    • 3.3Research context
    • 3.4Data collection
    • 3.5Data analysis
  • 4.A framework for learning to teach English pronunciation
  • 5.Implications
  • 6.Future research direction and conclusion
  • Acknowledgements
  • References
Published online: 22 March 2019
DOI logo
https://doi.org/10.1075/aral.18020.bur
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Cited by (1)

Cited by one other publication

Burri, Michael & Amanda Baker
2021. ‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period. Applied Linguistics 42:4 ► pp. 791 ff. DOI logo

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