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Pronunciation in the Classroom: Teachers and Teaching Methods

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English Pronunciation Teaching and Research

Part of the book series: Research and Practice in Applied Linguistics ((RPAL))

Abstract

Pronunciation issues related to teachers are an important aspect of pedagogy in teaching language and other subjects. These involve considerations of teacher identity and performance, particularly for teachers who are L2 English speakers, in addition to issues of language teacher knowledge, beliefs, and skills regarding pronunciation. Other pedagogical concerns include the place of pronunciation in the language curriculum and the specific pronunciation teaching approaches, methods, and learning strategies which are supported by current research and theory. A critical awareness of pedagogic resources informed by research offers a foundation for teachers to make grounded choices about what and how to teach, though the research base may not offer definitive findings, and specific pronunciation methods and research findings need to be adapted to teachers’ own contexts of practice.

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Notes

  1. 1.

    This can be seen as the antithesis to the form-focused approaches described by Wulff and Ellis (2018) which aim to produce an L2-tuned linguistic system by providing micro-level form-focused instruction first, with a goal of noticing and conscious processing through explicit learning before subsequent implicit processing takes place that will consolidate and systematize what has been noticed and consciously learned.

  2. 2.

    Input enhancement might potentially include the “hyperarticulation” (Lindblom, 1990) which is characteristic of sounds and words spoken in isolation and various types of auditory and visual enhancement by digital means (see Fouz-González, 2015, for examples).

  3. 3.

    It should be noted that although shadowing is attracting a lot of attention in language teaching and research (notably in Japan), a number of the studies on shadowing have not appeared in international refereed journals and so the database for this technique as applied to language learning is not as strong as in some other areas of pronunciation practice.

  4. 4.

    http://accent.gmu.edu/

  5. 5.

    http://www.linguistics.ucsb.edu/research/santa-barbara-corpus

  6. 6.

    https://www.univie.ac.at/voice/page/index.php

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  1. SOAS and Birkbeck College, University of London, London, UK

    Martha C. Pennington

  2. English, University of Leicester, Leicester, UK

    Pamela Rogerson-Revell

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Pennington, M.C., Rogerson-Revell, P. (2019). Pronunciation in the Classroom: Teachers and Teaching Methods. In: English Pronunciation Teaching and Research. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-47677-7_4

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