Knowledge Base of Pronunciation Teaching: Staking out the Territory
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| Title: | Knowledge Base of Pronunciation Teaching: Staking out the Territory |
|---|---|
| Language: | English |
| Authors: | Baker, Amanda, Murphy, John |
| Source: | TESL Canada Journal. Spr 2011 28(2):29-50. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 22 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Pronunciation Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Knowledge Base for Teaching, Schemata (Cognition), Classroom Research, Teaching Methods, Language Teachers |
| ISSN: | 0826-435X |
| Abstract: | Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers' knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review's dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area. (Contains 1 note.) |
| Abstractor: | As Provided |
| Number of References: | 98 |
| Entry Date: | 2011 |
| Accession Number: | EJ935409 |
| Database: | ERIC |
| Abstract: | Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers' knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review's dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area. (Contains 1 note.) |
|---|---|
| ISSN: | 0826-435X |
