Evolving Teaching Practices of Pre-service Language Teachers in L2 Pronunciation: A Case Study
Pronunciation is increasingly recognized as an essential skill that learners must command for effective communication (Munro & Derwing, 2015). Nevertheless, for decades we have seen that training in L2 pronunciation is often missing in teacher training programs (Murphy, 2014, 2017). A lack of te...
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| Izdano u: | URI:https://journals.openedition.org/ranam, |
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| Glavni autori: | , |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
| Izdano: |
Recherches anglaises et nord-américaines
2024
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| Teme: | |
| Online pristup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sažetak: | Pronunciation is increasingly recognized as an essential skill that learners must command for effective communication (Munro & Derwing, 2015). Nevertheless, for decades we have seen that training in L2 pronunciation is often missing in teacher training programs (Murphy, 2014, 2017). A lack of teacher training has led to a gap within the literature, in that we know very little about how novice teachers provide pronunciation instruction after receiving training. This paper addresses this topic by exploring the evolving teaching practices of pre-service teachers enrolled in an L2 pronunciation pedagogy course. Using completed assignments, reflections, interviews, and a tutoring project, we examine their translation of content knowledge (i.e., understanding of phonetic and phonological systems) into pedagogical content knowledge (i.e., their ability to teach said content knowledge to language learners). Likewise, we also address the trainees’ ability to analyze learner speech for pronunciation errors. Finally, we look at the trainees’ incorporation of technology into their instruction. Through this investigation, we make recommendations for creating successful L2 pronunciation pedagogy courses, developing activity types that promote comprehensibility and intelligibility, and using technology in a way that allows language learners to continue their learning both inside and outside the classroom. |
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