Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study

Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation

“…A coding structure drawn from Burri's (, ) research on the cognition development of student teachers learning to teach pronunciation was used as a point of departure. This set of initial themes was then expanded by analyzing and coding the data according to the components of identification discussed in the theoretical framework.…”

“…Other research—carried out in North America, Japan, and Oman—built on more robust methodology with multiple data sources and indicates that SLTE can enhance the beliefs and knowledge of student teachers and subsequently prepare them effectively to teach an L2 in their classrooms (Baker, ; Farrell, ; Johnson, ; Kurihara & Samimy, ; Wyatt & Borg, ). Along these lines, in the context of a tertiary teacher education program in Australia, specifically in a course focused on pronunciation pedagogy, Burri () found that NNSs’ self‐perceived improvement of their own pronunciation and an increase in their language awareness had a profound impact on their cognition development. Burri, Baker, and Chen (), in a subsequent study, found that pedagogical training sessions and observations of real‐life L2 classrooms contributed to student teachers’ cognition development, whereas the intensity of the program and the complexity of the English sound system appeared to restrict participants’ cognition about pronunciation pedagogy.…”

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

“…A graduate course on pronunciation pedagogy, for example, facilitated student teachers' appreciation of English varieties and subsequent understanding of the pedagogical target being intelligibility rather than native‐like pronunciation (Burri, ). The course also instilled confidence in student teachers who spoke ESL and, as a result, they began to see themselves as capable pronunciation teachers (Burri, ). Moreover, the intricately intertwined relationship between participants' identity construction and their formation of beliefs and knowledge about pronunciation was an important part of acquiring pronunciation teaching competence (Burri, Chen, & Baker, ).…”

The influence of an online pronunciation teacher’s manual on teachers’ cognitions

“…Other factors that are influential on TC have been researched by pronunciation researchers more extensively. These factors involve taking a graduate level course (Burri, 2015a(Burri, , 2015b, following research and conferences, teacher education, teaching experience (Baker, 2011b;Yunus, Salehi, & Ameni, 2016), reflective practices (Baker, 2011b), and textbooks (Baker, 2011b).…”

“…A graduate level course was shown to be influential on TCs in two studies (Burri, 2015a(Burri, , 2015b). The first of these studies indicated that a graduate level course could change teachers' thinking towards the purpose of pronunciation instruction as the participants acknowledged that the goal of pronunciation teaching is not supposed to be "accent elimination" (p.18).…”