Establishing a framework for learning to teach English pronunciation in an Australian TESOL program
Michael Burri | University of Wollongong
Amanda Baker | University of Wollongong
Honglin Chen | 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
https://doi.org/10.1075/aral.18020.bur
https://doi.org/10.1075/aral.18020.bur
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