Teacher cognition of pronunciation teaching

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Abstract
Recent advances in our empirically-based understanding of the role of instruction in pronunciation learning have been accompanied by growing recognition of the need for more knowledge about teachers’ cognitions of pronunciation teaching. That is, we want to know what they do and why because it informs teacher educators and researchers and provides a useful forum for teacher reflective practice. This paper draws on semi-structured interviews (N = 19), classroom observations (N = 6) and follow-up discussions to report on the pronunciation techniques the participants say they use, what they were observed using, and their related knowledge and beliefs. The following thematic areas emerged: Ways of presenting pronunciation; Listen-and-repeat practice; Explicit/analytic practice activities; Sounds and spelling; Use of phonemic symbols; Speech perception and awareness raising. The findings are discussed in terms of factors driving teacher behaviour, advice that can be given to language teachers and teacher educators and areas that need further research.

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