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

Burri, Michael; Baker, Amanda Ann; Hong-lin, Chen

doi:10.1075/aral.18020.bur

Cited by 4 publications

(9 citation statements)

References 55 publications

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“…However, five student teachers chose not to implement communicative activities for three primary reasons: (1) the learner was not ready; (2) a lack of confidence in the teacher; and (3) unable to design communicative activities for certain features. This finding is in line with Burri (2016) and Buss (2017), who also found that controlled activities were favored more than less-controlled activities. This, however, could be attributable to the tutoring context, as six participants suggested communicative activities would be more suitable for a classroom setting.…”

Section: Discussionsupporting

confidence: 89%

“…Finally, Burri and Baker (2020) followed up with five of Burri's (2016) participants who now had been working as ESL/EFL teachers for 1.5 to 2.5 years. Using data collected from the pronunciation pedagogy course and also narrative frames collected during their teaching experience, they found that the "participants' process of learning to teach pronunciation gradually developed over [time]" (p. 11), but that their learning trajectories were inconsistent after the course had ended.…”

Section: Second Language Teacher Training In L2 Pronunciation Pedagogymentioning

confidence: 99%

“…Even though Baker (2014) comments that there seems to be a relationship between previous coursework and the variety of activities used, more recent research suggests that there may be other factors at play. Burri (2016) found that his participants favored controlled activities over more communicative ones at the end of a graduate course in L2 pronunciation pedagogy. Likewise, Buss (2017) found that her participants may not have been “fully prepared to use more communicative pronunciation activities” (p. 217) during their capstone tutoring project.…”

Section: Introductionmentioning

confidence: 99%

“…Rather, language teachers should provide pronunciation instruction that includes a variety of activity types. However, as Baker (2014), Burri (2016), and Buss (2017) have shown, English language teachers seem to be trepidatious of integrating communicative activities into pronunciation instruction.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Kochem

2021

TESOL Quarterly

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In recent years, research into the learning of pronunciation pedagogy and its effects on a teacher’s capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered: the direct effect that coursework has on a trainee’s ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi‐structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees’ techniques. Trainees requested more in‐class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees’ use of the communicative framework (Celce‐Murcia, Brinton, Goodwin, & Griner, 2010) as an ‘order of operations’. These results highlight the importance of training in pronunciation pedagogy which includes a hands‐on experience.

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Section: Discussionsupporting

confidence: 89%

Section: Second Language Teacher Training In L2 Pronunciation Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Kochem

2021

TESOL Quarterly

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“…esim. Burri, Baker & Chen, 2018;Huensch, 2019;Uchida & Sugimoto, 2020). Pidämme tärkeänä myös suomalaista tutkimusta tästä aihealueesta.…”

Section: Johdantounclassified

Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

Virkkunen¹,

Toivola²

2020

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Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon. Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools Abstract We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners. Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education

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‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period

Burri

Baker

2021

Applied Linguistics

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Recent longitudinal studies have contributed substantially to the understanding of teacher learning. Yet, research on learning to teach English pronunciation is still in its infancy with the aim of this article being the exploration of the longitudinal development of four L2 instructors’ practices and cognitions about English pronunciation pedagogy. Qualitative data were collected in three phases over six years, ranging from the beginning of a pronunciation pedagogy course into the teacher’s current professional careers. Pre- and post-course questionnaires, a course assignment, focus groups, observations, narrative frames, and semi-structured interviews were triangulated to produce detailed teacher profiles, which then provided a thorough understanding of the practitioner’s developing practices and cognitions. Findings demonstrated complex and continuous yet nonlinear and individual development, especially in two areas: (i) the teachers’ delivery of pronunciation instruction and (ii) their focus on pronunciation pedagogy. Four specific factors were also identified as impacting the developmental process of teachers’ practices and cognitions about pronunciation. In light of these findings, the article concludes with a recommendation to extend an existing framework for preparing pronunciation teachers.

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

Cited by 4 publications

References 55 publications

Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period

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