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dc.contributor.authorChen, H-Yen_NZ
dc.contributor.authorCouper, Gen_NZ
dc.date.accessioned2020-06-30T02:54:09Z
dc.date.available2020-06-30T02:54:09Z
dc.date.copyright2019-11-19en_NZ
dc.identifier.citationJournal of Second LanguagePronunciation, 2(1), 29-55. https://doi.org/10.1075/jslp.2.1.02cou
dc.identifier.urihttp://hdl.handle.net/10292/13470
dc.description.abstractThis article reports on the concerns and issues which 28 experienced and well-qualified teachers expressed during individual semi-structured interviews with the researcher. It describes and discusses the participants’ views, pulling together themes representative of a wide range of perspectives on pronunciation teaching. Themes include: teacher anxiety about pronunciation and pronunciation teaching; external factors affecting pronunciation teaching such as curriculum and exam pressures, textbooks, and training received; approaches to teaching and error correction; activities and techniques; and issues related to literacy bias, listen-and-repeat, use of phonemic symbols and pronunciation goals and models. These findings, taken in conjunction with studies of teacher cognition in other contexts, serve to inform all those with an interest in English language teaching, whether they be researchers, teachers or teacher educators, curriculum designers or textbook writers.
dc.publisherOasis databaseen_NZ
dc.relation.urihttps://www.jbe-platform.com/content/journals/10.1075/jslp.2.1.02couen_NZ
dc.rightsThis summary has a CC BY-NC-SA license.
dc.subjectError correction; Literacy bias; Pronunciation goals; Pronunciation models; Pronunciation teaching; Teacher anxiety; Teacher cognition and teacher education
dc.titleEnglish Language Teachers’ Beliefs and Concerns About Pronunciation Teaching in Uruguayen_NZ
dc.typeJournal article - summary
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1075/jslp.2.1.02cou
pubs.elements-id378521


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