Non-native English Speaker Instructors’ Beliefs and Self-reported Practices in Pronunciation Teaching

Yıl 2022, Cilt: 11 Sayı: 2, 140 - 154, 30.12.2022

Sevinç Ergenekon Emir S. Selin Pirinçcioğlu

Öz

Despite the fact that teachers and instructors try to focus on four main skills and some other language components while teaching the target language, pronunciation is frequently neglected. Nonetheless, research shows that pronunciation is crucial for learning a language. Moreover, since teachers' views in classrooms determine the activities, language skills, and components that will be taught and focused on, paying close attention to the beliefs of teachers and instructors is necessary. Therefore, this study investigates the beliefs and self-reported practices of non-native English-speaking instructors in pronunciation teaching. In the present study, the participants were 72 volunteer non-native speaker instructors in a state university in Turkey and a five-point Likert Scale questionnaire was utilized to collect the required data. The results showed that the majority of instructors believe that pronunciation is important and it should be taught by integrating into speaking courses rather than having it as a separate course. In addition to that, the instructors were found that they focus on the sounds that their students have difficulty with. When the instructors’ opinions on the effects of being a non-native speaker are considered, it was discovered that they do not view their non-native status as a barrier to their pronunciation.

Anahtar Kelimeler

non-native speakers, teaching pronunciation, teacher beliefs, teacher practices

Kaynakça

• Alcuma, Z. (2021). Investigating EFL Teachers’ Beliefs and Practices Regarding Pronunciation Teaching: Diyarbakır Case (Unpublished master’s thesis). Gaziantep University, Turkey
• Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136–163.
• Baker, A. A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29-50.
• Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215.
• Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20, 619–637.
• Celce-Murcia, M. (1996). Teaching pronunciation: A series of Booknotes. Issues in Applied Linguistics, 7(1), 172-177.
• Celce-Murcia, M., Brinton, D., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
• Chiu, H. H. W. (2008). Practical understandings: Teachers' beliefs and practices in pronunciation teaching (Unpublished master's thesis). The University of Texas, the USA.
• Chiu, Y. (2012). Can film dubbing projects facilitate EFL learners' acquisition of English pronunciation? British Journal of Educational Technology, 43(1), E24-E27.
• Christoph, J., & Nystrand, M. (2001). Taking risks, negotiating relationships: One teacher’s transition toward a dialogic classroom. Research in the Teaching of English, 36(2), 249-286.
• Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal, 30, 13–45.
• Darcy, I., Rocca, B., & Hancock, Z. (2020). A window into the classroom: How teachers integrate pronunciation instruction. RELC Journal, 52(1), 110–127.
• Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379–397.
• Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155-166.
• Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1-22.
• Ghorbani, M. R. (2011). The impact of phonetic instruction on Iranian students’ listening ability enhancement. Asian EFL Journal, 52, 24-34.
• Gregoire, M. (2003). Is it a challenge or a threat? A dual process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-179.
• Harmer, J. (2007). The Practical of English Language Teaching Fourth Edition. Pearson Longman.
• Hismanoglu, M. (2006). Current perspectives on pronunciation learning and teaching. Journal of Language and Linguistic Studies, 2(1), 101-110.
• Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543.
• Jones, R. H. (2002). Beyond ‘Listen and Repeat’: Pronunciation teaching materials and theories of second language acquisition. In J. C. Richards & W. A. Renandya, (Eds.), Methodology in language teaching: An anthology of current practice (pp. 178-187). New York, NY: Cambridge University Press.
• Levis, J., Sonsaat, S., Link, S., & Barriuso, T. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50, 894–931.
• Macdonald, S. (2002). Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3-18.
• Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.
• Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10-18.
• Tsubota, Y., Dantsuji, M., & Kawahara, T. (2004). Practical use of Autonomous English pronunciation learning system for Japanese Students. Proceedings of the Symposium on Computer Assisted Learning (pp. 1–4). Venice, Italy: INSTiL04.
• Yagiz, O. (2018). EFL Language Teachers’ Cognitions and Observed Classroom Practices about L2 Pronunciation: The Context of Turkey. Novitas-ROYAL (Research on Youth and Language), 12(2), 187-204.
• Yapici-Sarikaya, N. (2013). Non Native English Speaking Teachers' Self Perceptions of Their Pronunciation and Pronunciation Teaching Practices (Unpublished master’s thesis). Bilkent University, Turkey.
• Yavuz, F.,& Keser, K. (2019).Perceptions of candidate teachers about teaching pronunciation in English language teaching classes. International Journal of Learning and Teaching 11(3), 110-117.