The Pronunciation Teaching Practices of University-Level Graduate Teaching Assistants of French and Spanish Introductory Language Courses

Autor/in	Huensch, Amanda
Titel	The Pronunciation Teaching Practices of University-Level Graduate Teaching Assistants of French and Spanish Introductory Language Courses
Quelle	In: Foreign Language Annals, 52 (2019) 1, S.13-31 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huensch, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12372
Schlagwörter	Pronunciation Instruction; Error Correction; Feedback (Response); Teaching Methods; French; Spanish; Introductory Courses; Second Language Learning; Second Language Instruction; Teaching Assistants; State Universities; Audio Equipment; Graduate Students; Undergraduate Students; Language Teachers; Teacher Student Relationship; Classroom Communication + Suchen Sie Ihr Suchwort? Ausspracheübung; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Spanisch; Einführungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Audio-CD; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch
Abstract	This study combined evidence from survey, interview, and classroom observation data to better understand the amount and type of pronunciation instruction and corrective feedback practices in French and Spanish introductory language courses (i.e., the first four semesters) at the university level in the United States. Data consisted of responses (n = 142) to a national survey and audiorecorded interviews (6 hours) and classroom observations (22 hours) of seven graduate teaching assistants (TAs) of French or Spanish from two different large (i.e., more than 15,000 students) public universities. Survey results indicated that TAs believed that when they correct pronunciation, they should prioritize mistakes that impede comprehension or change meaning. Classroom observations demonstrated that on average, 2% of instructor talk was pronunciation focused, with a majority of pronunciation episodes categorized as corrective feedback in the form of recasts. In addition, only one instance of preplanned pronunciation teaching occurred in the data. The findings suggest that current pronunciation teaching practices in this context are rare and largely reactive. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01