Teacher’s personality type and techniques of teaching pronunciation

Shabani, Karim; Ghasemian, Atefeh

doi:10.1080/2331186x.2017.1313560

Cited by 16 publications

(21 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This further strengthens that the function, proficiency, and personality of teachers in pronunciation pedagogy are substantial factors in helping the students recognize their needs to enhance their skills (Shabani & Ghasemian, 2017). Table 4 exhibits that students in the experimental group have comparable pretest results (M = 27.7, SD = 15.40) with the students in the control group (M = 26, SD = 14.51), t (58) = 0.44.…”

Section: Analyses and Resultssupporting

confidence: 55%

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

Latorza¹,

Ambayon

2020

JCSLL

View full text Add to dashboard Cite

The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.

show abstract

Section: Analyses and Resultssupporting

confidence: 55%

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

Latorza¹,

Ambayon

2020

JCSLL

View full text Add to dashboard Cite

show abstract

“…Eğitim bilimlerinde son zamanlarda yapılan bazı çalışmalarda öğretmenlerin kişilik tipleri ile öğretim performansları, sınıf yönetimi, öğretim metotları mesleğe bağlılık, meslek aidiyeti, mesleki kimliklenme, mesleki tükenmişlik, mesleki motivasyon gibi değişkenlerin ilişkilendirildiği görülmektedir (Demir, Demir & Bolat, 2017;Jugovic, Marusic, Ivanec & Vidovic, 2012;Kim, Jörg & Klassen, 2019;Nkomo & Fakrogha, 2016;Shabani & Ghasemian, 2017;Voinea & Palaşan, 2014). Yapılan çeşitli alan araştırmaları öğretmenlerin daha iyi bir mesleki beceri geliştirmesinde, etkili öğretim stratejileri üretmenlerinde ve mesleki doyum elde etmelerinde iyi bir alan bilgisine ek olarak pedagojik yeterliklere sahip olmanın ve mesleğe kendini adamanın yanı sıra öğretmenliğe uygun kişilik tiplerine sahip olunması gerektiğini de ortaya koymaktadır (Benekos, 2016).…”

Section: Introductionunclassified

“…It is seen that some of the recent studies in educational sciences are associated with variables such as teachers' personality types, teaching performances, classroom management, teaching methods, commitment to occupation, occupational engagement, professional identification, professional burnout, professional motivation (Demir, Demir & Bolat, 2017;Jugovic, Marusic, Ivanec & Vidovic, 2012;Kim, Jörg & Klassen, 2019;Nkomo & Fakrogha, 2016;Shabani & Ghasemian, 2017;Voinea & Palashan, 2014). Various field researches show that in addition to having good field knowledge, teachers should develop pedagogical competencies and devote themselves to the profession as well as having personality traits suitable for teaching in order to develop better professional skills, produce effective teaching strategies and obtain professional satisfaction (Benekos, 2016).…”

Section: Extended Abstract 1 Introductionmentioning

confidence: 99%

Öğretmenleri̇n Ki̇şi̇li̇k Ti̇pleri̇ İle Mesleğe Yabancilaşma Arasindaki̇ İli̇şki̇

Atmaca

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu araştırmanın amacı öğretmenlerin kişilik tipleri ile mesleğe yabancılaşmaları arasındaki ilişkiyi belirlemektir. İlişkisel tarama desenine göre yürütülen araştırmada Düzce ilinde görev yapan 663 öğretmenden elde edilen veriler çözümlenmiştir. Öğretmenlerin kişilik tipleri Sıfatlara Dayalı Kişilik Testi ile belirlenmiştir. Bunun yanında kullanılan mesleğe yabancılaşma ölçeği ile de öğretmenlerin mesleğe yabancılaşma düzeyleri değerlendirilmiştir. Ayrıca, öğretmenlerin kişilik tipleri ile yabancılaşma arasındaki ilişki analiz edilmiştir. Araştırmanın bulgularına göre en fazla görülen kişilik tipleri sırasıyla yumuşak başlılık, dışa dönüklük, deneyime açıklık, sorumluluktur. En az görülen kişilik tipi ise nevrotikliktir. Öğretmenlerin çalıştıkları okulun kademesi ile yabancılaşma arasında anlamlı fark vardır ve en yüksek düzey yabancılaşma lise öğretmenlerindedir. Mesleği severek yapmayan öğretmenlerin de yabancılaşma düzeylerinin anlamlı farklılık gösterdiği görülmektedir ve mesleğini severek yapanlara göre daha yüksektir. Öğretmenlerin cinsiyeti, öğrenim durumu, eğitim fakültesi mezunu olup olmama, kadro türü, mesleki kıdem, yaş aralığı bakımından ise anlamlı farklılık yoktur. Nevrotik kişilik tipi baskın öğretmenler daha fazla mesleki yabancılaşma içindedir. Öğretmenlerin kişilik tiplerinden dışa dönüklük, yumuşak başlılık, sorumluluk ve deneyime açıklı mesleğe yabancılaşma ile negatif ve anlamlı korelasyon içindedir. Bunun yanında nevrotik kişilik tipi ile mesleğe yabancılaşma arasında pozitif ve anlamlı korelasyon vardır.

show abstract

“…Someone, whose English is not his native language, who utters an English utterance with less-intelligible pronunciation, will have big potential and possibility to offer improper meanings as he actually intends to (Cheung and Sung, 2014;Rahimi and Ruzrokh, 2016). Even when one phoneme is pronounced in an improper way, the offered meaning will alter (Shabani and Ghasemian, 2017). It is true that as a matter of fact pronunciation plays a pivotal role in English speaking.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation

Sugiarto

Prihantoro

Edy

2020

linguist: j. linguist. lang. teach.

View full text Add to dashboard Cite

In the realm of English teaching and learning especially for those of non-native English users, English pronunciation instruction always calls for various techniques which can meet students’ conditions that are naturally affiliated with their psychological and cultural complexities. Thus, the present study aimed at examining the impact of one of English pronunciation instruction techniques, the so-called shadowing technique, on tertiary students’ English pronunciation at IAIN Curup, Bengkulu, Indonesia. An experimental study was conducted by engaging 40 tertiary English students selected randomly. They were split into two groups, wherein 20 students were taught English pronunciation using shadowing technique, and the rest 20 students were taught English pronunciation using a conventional technique. This study revealed that shadowing technique had a positive and significant impact on students’ English pronunciation. Their English pronunciation improvement encompassed various components such as monophthongs, diphthongs, triphthongs, semi-vowels, consonants, consonant cluster sounds, strong and weak forms, linking phonemes, syllable stresses, word stresses, sentence stresses, rhythm, pitch and intonation. Further studies are expected to scrutinize the effect of shadowing technique on English pronunciation by involving more samples, making use of gender difference as a moderator variable, and testing the retention of English pronunciation improvement.

show abstract

Teacher’s personality type and techniques of teaching pronunciation

Cited by 16 publications

References 5 publications

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students

Öğretmenleri̇n Ki̇şi̇li̇k Ti̇pleri̇ İle Mesleğe Yabancilaşma Arasindaki̇ İli̇şki̇

The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation

Contact Info

Product

Resources

About