CEFR-oriented probe into pronunciation: Implications for language learners and teachers

Year 2019, , 420 - 436, 01.07.2019

İbrahim Halil Topal

https://doi.org/10.17263/jlls.586087

Abstract

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CEFR-oriented probe into pronunciation: Implications for language learners and teachers
Adopting an action-oriented approach, Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001) can be considered as a general framework for language learning, teaching, and assessment across Europe.  With its descriptors of language skills across proficiency levels, CEFR can be utilized as a guideline for language learners, teachers and assessors. Bearing this in mind, this paper aims to delve into pronunciation from a CEFR-oriented perspective by (i) exploring the skills and competences required to be considered as proficient language users with specific reference to phonetics and phonology on part of language learners and (ii) describing the standards of teaching profession with regard to pronunciation and its instruction in the light of CEFR and the standards of EFL/ESL Teachers of Adults (TESOL, 2008) with direct implications for teacher education contexts. While doing this, this paper further aims to contribute to the literature of teacher education in terms of pronunciation pedagogy with considerable implications with reference to previous research through further discussion.
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Author (Last name, First name)	Topal, İbrahim Halil
Affiliated institution (University)	Gazi University
Country	Turkey
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Corresponding author (Yes/No) Write only one corresponding author.	Yes
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Keywords

teacher education; CEFR; professionalism; pronunciation; language proficiency

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