Knowledge Base of Pronunciation Teaching: Staking Out the Territory

Baker, Amanda Ann; Murphy, John M.

doi:10.18806/tesl.v28i2.1071

Cited by 70 publications

(68 citation statements)

References 75 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The classroom observations revealed that pronunciation skills are very much neglected. As Baker and Murphy (2011) points out that teachers tend to use methods that they considered optimal for enabling students to succeed in examinations. Littlewood (2007) highlighted some of the challenges faced by East Asian classrooms include the external conflict with the educational policy that hinders the implementation of more communicative approaches.…”

Section: Resultsmentioning

confidence: 99%

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

Shah

Othman

Senom

2017

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

Research has shown that teachers' beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers' beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers' beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers' classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers' beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.

show abstract

Section: Resultsmentioning

confidence: 99%

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

Shah

Othman

Senom

2017

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

show abstract

“…They were the various English pronunciation teachers taught to their learners, insufficient vocabulary, and lack of training in English conversation. Baker and Murphy (2011) investigated eight ESL teachers' beliefs about pronunciation and it was indicated that they had negative beliefs in teaching pronunciation to ESL students. Interviews with teachers revealed that they lacked motivation to teach pronunciation.…”

Section: Review Of Literature On Teachers' Negligence In Teaching Engmentioning

confidence: 99%

Why Is English Pronunciation Ignored by EFL Teachers in Their Classes?

Gilakjani

Sabouri

2016

IJEL

View full text Add to dashboard Cite

Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. Despite the fact that English pronunciation is very important for oral communication and communicative competence, it is sometimes neglected in many language teaching programs. This study examined Iranian teachers' views toward English pronunciation instruction. A quantitative method was used to gather data by an instrument. The researchers used a questionnaire as the instrument of this study. 100 teachers voluntarily participated in this study. Data were collected and analyzed. The findings of this paper indicated that lack of time, motivation, resources, materials, and educational facilities like computer technologies prevented teachers from teaching pronunciation and if teachers want to include pronunciation into their classes, they should be equipped with these factors that can increase their success in teaching English pronunciation.

show abstract

“…In addition to this, studies in the domain of L2 teachers' beliefs about oral communication and speaking have been inadequate, except for pronunciation teaching which has recently received much attention Baker & Murphy, 2011;Sifakis & Sougari, 2005;Timmis, 2002). In the area of beliefs and practices about spoken language teaching such as oral skills and conversation, relevant studies have been known to be "rare" (Borg, 2006, p.109) and "underrepresented" (Baker, 2014, p.137), and "relatively little has been documented" (Goh, 2013, p.36).…”

Section: Introductionmentioning

confidence: 99%

Spoken Language Teaching: What Do Teachers Believe in?

Rahim¹,

Yamat

Shah

2017

SSRN Journal

View full text Add to dashboard Cite

This paper is a qualitative case study that aims to explore beliefs and practices of four English lecturers, by focusing on two components related to content knowledge of spoken language teaching, namely spoken forms (grammar and vocabulary), and interactional skills. It also aims to see how their held beliefs influence their teaching practices. To fulfil this purpose, four English lecturers teaching communicative English subject, contextualized in one polytechnic in Malaysia, were purposively selected as participants of the study. The data were gathered through interviews, non-participant classroom observation, as well as collection of relevant documents. The Atlas t.i. program was used to manage the data and thematic analysis was applied in data analysis. Generally, the findings indicate that the participants viewed the knowledge about spoken form as a relevant exposure to students, but it should not be the focal attention of the lesson. They also believed that interactional skills could be acquired through frequent speaking practices, and these beliefs are consistent with their teaching practices. The data also revealed some misconceptions about certain concepts in spoken language, and the teaching of the components in focus is found to be limited. This indicates a lack of depth content knowledge among the lecturers in these specific areas, hence recommendations for appropriate trainings and professional development programs are made to facilitate teachers to be more well-informed with their pedagogical decisions in classroom. In conclusion, this study illuminates the salient role of content knowledge among practicing teachers, as it potentially affects their teaching practices.

show abstract

Knowledge Base of Pronunciation Teaching: Staking Out the Territory

Cited by 70 publications

References 75 publications

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

The Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices

Why Is English Pronunciation Ignored by EFL Teachers in Their Classes?

Spoken Language Teaching: What Do Teachers Believe in?

Contact Info

Product

Resources

About