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.
(2011) Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292.
Baker, A
(2014) Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136–163.
Baker, A., & Murphy, J
(2011) Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50.
Borg, S
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81–109.
(2014) Epilogue to the myths: Best practices for teachers. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 225–242). Ann Arbor, MI: University of Michigan Press.
Burgess, J., & Spencer, S
(2000) Phonology and pronunciation in integrated language teaching and teacher education. System, 281, 191–215.
Burns, A
(2006) Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 391, 34–41.
Buss, L
(2013) Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference. Aug. 2012. (pp. 255–264). Ames, IA: Iowa State University.
Cauldwell, R
(2013) Phonology for listening: Teaching the stream of speech. Birmingham, UK: Speech in Action.
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B
(2010) Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge, NY: Cambridge University Press.
Couper, G
(2009) Teaching and learning L2 pronunciation: Understanding the effectiveness of socially constructed metalanguage and critical listening in terms of a cognitive phonology framework. Unpublished doctoral dissertation. University of New England, Armidale, Australia.
Couper, G
(2011) What makes pronunciation teaching work? Testing for the effect of two variables: Socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159–182.
Couper, G
(2012) Teaching word stress: Learning from learners’ perceptions. TESOL in Context S3 (November 2012) Retrieved from [URL]
Couper, G
(2013) Talking about pronunciation: Socially constructing metalanguage. English Australia, 29(1), 3–18.
Croker, R
(2009) An introduction to qualitative research. In J. Heigham & R. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 3–24). Houndmills, UK: Palgrave Macmillan.
Dauer, R
(1993) Accurate English: A complete course in pronunciation. Englewood Cliffs, NJ: Prentice Hall Regents.
Derwing, T., & Munro, M
(2005) Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.
Derwing, T., & Munro, M
(2014) Myth 1: Once you have been speaking a second language for years, it’s too late to change your pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor, MI: University of Michigan Press.
Dlaska, A., & Krekeler, C
(2013) The short-term effects of individual corrective feedback on L2 pronunciation. System, 411, 25–37.
Field, J
(2008) Listening in the language classroom. Cambridge, UK: Cambridge University Press.
Foote, J.A., Holtby, A.K., & Derwing, T.M
(2011) Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22.
Foote, J., Trofimovich, P., Collins, L., & Soler Urzúa, F
(2014) Pronunciation teaching practices in communicative second language classes. Language Learning Journal (early view).
Fraser, H
(2000) Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra, Australia: DETYA. Retrieved February 11, 2015, from [URL]
Fraser, H
(2001) Teaching pronunciation: A handbook for teachers and trainers. Sydney, Australia: TAFE NSW Access Division. Retrieved February 11, 2015, from [URL]
Fraser, H
(2006) Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
Fraser, H
(2009) Pronunciation as categorization: The role of contrast in teaching English /r/ and /l/. In A. Mahboob & C. Lipovsky (Eds.), Studies in applied linguistics and language learning (pp. 289–306). Newcastle upon Tyne: Cambridge Scholars.
Fraser, H
(2010) Cognitive theory as a tool for teaching second language pronunciation. In S. de Knop, F. Boers, & T. de Rycker (Eds.), Fostering language teaching efficiency through cognitive linguistics (pp. 357–379). Berlin: Mouton de Gruyter.
Gilbert, J
(2010) Why has pronunciation been an orphan?IATEFL Pronunciation Special Interest Group Newsletter, 431, 3–7.
Gilbert, J
(2012) Clear speech: Pronunciation and listening comprehension in North American English; Teacher’s resource and assessment book (4th ed.). New York, NY: Cambridge University Press.
Gilbert, J
(2014) Myth 4: Intonation is hard to teach. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 107–136). Ann Arbor, MI: University of Michigan Press.
Grant, L
(2014a) Prologue to the myths: What teachers need to know. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 1–33). Ann Arbor, MI: University of Michigan Press.
Grant, L
(2014b) Myth 5: Students would make better progress in pronunciation if they just practiced more. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 137–159). Ann Arbor, MI: University of Michigan Press.
Grant, L
(Ed.) (2014c) Pronunciation myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunningham, U., & Curnick, L
(2012) The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10(1), 1–23.
Kennedy, S., Blanchet, J., & Trofimovich, P
(2014) Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79–96.
Kvale, S
(2007) Analyzing interviews. In S. Kvale (Ed.), Doing interviews (pp. 102–120). London, UK: Sage.
Lane, L
(2010) Tips for teaching pronunciation: A practical approach. White Plains, NY: Pearson/Longman.
Levis, J., & Grant, L
(2003) Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19.
Lee, J., Jang, J., & Plonsky, L
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366.
Lyster, R., Saito, K., & Sato, M
(2013) Oral corrective feedback in second language classrooms. Language Teaching, 461, 1–40.
Macdonald, S
(2002) Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3–18.
Murphy, D
(2011) An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10–18.
(2014b) Myth 7: 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: University of Michigan Press.
Polkinghorne, D
(1995) Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23.
Saito, K
(2012) Effects of instruction on L2 pronunciation development: A synthesis of quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854.
Saito, K., & van Poeteren, K
(2012) Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 1–17.
Sifakis, N.C., & Sougari, A.-M
(2005) Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 391, 467–488.
Starfield, S
(2010) Ethnographies. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 50–65). London: Continuum.
Sturm, J
(2013) Explicit phonetics instruction in L2 French: A global analysis of improvement. System, 411, 654–662.
Swan, M., & Smith, B
(2001) Learner English: A teacher’s guide to interference and other problems. Cambridge, UK: Cambridge University Press.
Zielinski, B., & Yates, L
(2014) Myth 2: Pronunciation instruction is not appropriate for beginning-level learners. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor, MI: University of Michigan Press.
2024. Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features. Profile: Issues in Teachers' Professional Development 26:1 ► pp. 81 ff.
Brinton, Donna M., Michael Burri & Amanda A. Baker
2022. Beyond Controlled, Guided, and Free Practice. In Second Language Pronunciation, ► pp. 151 ff.
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.
Couper, Graeme
2017. Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues. TESOL Quarterly 51:4 ► pp. 820 ff.
Couper, Graeme
2019. Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System 84 ► pp. 41 ff.
2022. Effective Feedback for Pronunciation Teaching. In Second Language Pronunciation, ► pp. 174 ff.
Darcy, Isabelle, Brian Rocca & Zoie Hancock
2021. A Window into the Classroom: How Teachers Integrate Pronunciation Instruction. RELC Journal 52:1 ► pp. 110 ff.
Gordon, Joshua
2023. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3 ► pp. 718 ff.
Gordon, Joshua & Roger Segura Arias
2024. “The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction. TESOL Quarterly
Gordon, Joshua & Lena Barrantes-Elizondo
2024. Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity. Language Teaching Research
2021. Phonetic Symbols in Contemporary Pronunciation Instruction. RELC Journal 52:1 ► pp. 155 ff.
Nagle, Charles, Rebecca Sachs & Germán Zárate-Sández
2023. Spanish teachers’ beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them. Language Teaching Research 27:3 ► pp. 491 ff.
Sweeting, Arizio M. & Michael D. Carey
2023. What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation. International Review of Applied Linguistics in Language Teaching 0:0
Tergujeff, Elina
2022.
Pronunciation Teaching in
EFL
K–12 Settings
. In Second Language Pronunciation, ► pp. 235 ff.
This list is based on CrossRef data as of 2 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.