Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices

The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses

“…Baker () and Baker and Burri () are among the few studies that have explored the relationship between instructor cognition and classroom practices concerning the teaching of pronunciation. Based on data obtained from five experienced ESL instructors who were teaching courses for which explicit pronunciation goals were stated, Baker () not surprisingly found that those instructors who had taken a graduate course on pronunciation pedagogy used a wider variety of techniques to teach pronunciation than those without training.…”

“…Based on data obtained from five experienced ESL instructors who were teaching courses for which explicit pronunciation goals were stated, Baker () not surprisingly found that those instructors who had taken a graduate course on pronunciation pedagogy used a wider variety of techniques to teach pronunciation than those without training. Baker and Burri (), using data from the same instructors, found that all five instructors valued giving pronunciation feedback that targeted comprehensibility over native‐like speech and despite using recasts did not believe that recasts offered an effective form of pronunciation feedback.…”

“I never imagined” pronunciation as “such an interesting thing”: Student teacher perception of innovative practices

“…She often pointed out that the haptic techniques were not time consuming to integrate in L2 lessons and that the techniques were suitable for learners of all ages and proficiency levels, irrespective of the size of the class. Her argument was that the techniques could be quickly and easily integrated at any point in a lesson, whether as part of ad hoc or systematic feedback on a learner's pronunciation or in planned pronunciation instruction (see Baker & Burri, ).…”

From Language Learners to Language Teachers: Construction and Implementation of Pedagogical Competence in Pronunciation Instruction

“…Teachers are active agents who weave together a practical knowledge that guides their decision-making in the scholarship of teaching and learning. Their perceptions of pronunciation instruction are influenced by the ways they were taught as language learners themselves, previous intercultural and teaching experience, their proficiency in the target language, the pronunciation textbooks or materials, the characteristics of learners, and context of instruction (Baker, 2011;Baker & Burri, 2016;Coskun, 2011;Hişmanoglu, 2006;Hismanoglu & Hismanoglu, 2010;Lazaraton, 2003;Lee, Jang, & Plonsky, 2014;Levis, 2005;Nunan, 2003;Sifakis & Sougari, 2005;Yakhontova, 2001).…”

“…Only 30% of ESL (English as a second language) teachers in Canada in Breitkreutz et al (2009) study claimed to have pedagogical training in pronunciation. Only a few teacher education programs provide classes on teaching pronunciation, so teachers receive very limited training on pronunciation pedagogy (Baker, 2014;Baker & Burri, 2016). In addition to the study of phonology, there is a call for more pronunciation training for pre-service and in-service language teachers, particularly on pedagogical approaches (Breitkreutz et al, 2009;Burgess & Spencer, 2000;Gilakjani, 2012;Murphy, 1997;Sifakis, 2014).…”