Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay
This article reports on the concerns and issues which 28 experienced and well-qualified teachers expressed during individual semi-structured interviews with the researcher. It describes and discusses the participants’ views, pulling together themes representative of a wide range of perspectives on pronunciation teaching. Themes include: teacher anxiety about pronunciation and pronunciation teaching; external factors affecting pronunciation teaching such as curriculum and exam pressures, textbooks, and training received; approaches to teaching and error correction; activities and techniques; and issues related to literacy bias, listen-and-repeat, use of phonemic symbols and pronunciation goals and models. These findings, taken in conjunction with studies of teacher cognition in other contexts, serve to inform all those with an interest in English language teaching, whether they be researchers, teachers or teacher educators, curriculum designers or textbook writers.
Keywords: teacher cognition, pronunciation teaching, pronunciation goals, pronunciation models, teacher anxiety, teacher education, literacy bias, error correction
Published online: 31 March 2016
Cited by 10 other publications
Burri, Michael & Amanda Baker
Darcy, Isabelle, Brian Rocca & Zoie Hancock
Long, Avizia Yim
Mompean, Jose A & Jonás Fouz-González
Nagle, Charles, Rebecca Sachs & Germán Zárate-Sández
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