Advanced EFL Learners' Beliefs about Pronunciation Teaching

Autor/in	Alghazo, Sharif M.
Titel	Advanced EFL Learners' Beliefs about Pronunciation Teaching
Quelle	In: International Education Studies, 8 (2015) 11, S.63-76 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; English (Second Language); College Students; Student Attitudes; Beliefs; Pronunciation Instruction; Majors (Students); Teaching Methods; Questionnaires; Likert Scales; Bilingual Education; Instructional Design; Language of Instruction; Cognitive Style; Teaching Styles; Feedback (Response); Native Speakers; Teacher Student Relationship; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Schülerverhalten; Belief; Glaube; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Likert-Skala; Bilingual teaching; Bilingualer Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching language; Unterrichtssprache; Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Muttersprachler; Teacher student relationships; Lehrer-Schüler-Beziehung; Saudi-Arabien
Abstract	This paper explores EFL learners' beliefs about English pronunciation teaching and aims to provide insights into current teaching practices of English pronunciation at both college and university levels. To this end, the study sought to elicit the beliefs of a group of 71 third- and fourth-year EFL learners majoring in English at a university college in Saudi Arabia about crucial aspects of pronunciation teaching. The study utilized a survey containing five-point Likert scale items as well as multiple-choice questions. Open-ended questions were also included in order to gain fuller understanding of students' views. Data were thematically analyzed and consequently categorized into five major areas: course design, language of instruction, learning and teaching style, types of feedback, and nativeness of teachers. It was found that students in this study context are cognizant of the value of learning English pronunciation, and of what they find useful and less useful. Students also proved willing to help improve pronunciation instruction by providing helpful perspectives on the proper way, at least in their views, to present this sub-skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01