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

Autor/in	Burri, Michael
Titel	Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 10, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Pronunciation; Second Language Instruction; Cognitive Processes; English (Second Language); Language Teachers; Teaching Methods; Beliefs; Student Teachers; Student Attitudes; Preservice Teacher Education; Suprasegmentals; Cognitive Development; Case Studies; Qualitative Research; Focus Groups; Semi Structured Interviews; Questionnaires; Observation; Language Proficiency; Native Speakers; Australia + Suchen Sie Ihr Suchwort? Ausland; Aussprache; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Kognitive Entwicklung; Case study; Fallstudie; Case Study; Qualitative Forschung; Fragebogen; Beobachtung; Language skill; Language skills; Sprachkompetenz; Muttersprachler; Australien
Abstract	In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers' cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers' self-perceived pronunciation improvement, an increase in their awareness of their spoken English, and native/non-native collaboration played critical roles in facilitating participants' cognition growth. The findings also showed that cognition development is a complex process. The paper concludes with recommendations for preparing L2 teachers to teach English pronunciation in their classroom contexts. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01