Cover not available
Article published In:
Journal of Second Language Pronunciation
Vol. 2:1 (2016) ► pp.29–55

Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay

| Auckland University of Technology
This 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.
Keywords: teacher cognition, pronunciation teaching, pronunciation goals, pronunciation models, teacher anxiety, teacher education, literacy bias, error correction
Published online: 31 March 2016
DOI logo
https://doi.org/10.1075/jslp.2.1.02cou
References (53)
Baker, A. (2011). Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292. DOI logoGoogle Scholar
. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136–163. DOI logoGoogle Scholar
Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50. DOI logoGoogle Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81–109. DOI logoGoogle Scholar
Breitkreutz, J.A., Derwing, T.M., & Rossiter, M.J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51–61. DOI logoGoogle Scholar
Brinton, D. (2014). Epilogue to the myths: Best practices for teachers. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 225–242). Ann Arbor, MI: University of Michigan Press.Google Scholar
Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 281, 191–215. DOI logoGoogle Scholar
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 391, 34–41.Google Scholar
Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference. Aug. 2012. (pp. 255–264). Ames, IA: Iowa State University.Google Scholar
Cauldwell, R. (2013). Phonology for listening: Teaching the stream of speech. Birmingham, UK: Speech in Action.Google Scholar
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge, NY: Cambridge University Press.Google Scholar
Couper, G. (2009). Teaching and learning L2 pronunciation: Understanding the effectiveness of socially constructed metalanguage and critical listening in terms of a cognitive phonology framework. Unpublished doctoral dissertation. University of New England, Armidale, Australia.Google Scholar
. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: Socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159–182. DOI logoGoogle Scholar
. (2012). Teaching word stress: Learning from learners’ perceptions. TESOL in Context S3 (November 2012). Retrieved from <[URL]>Google Scholar
. (2013). Talking about pronunciation: Socially constructing metalanguage. English Australia, 29(1), 3–18.Google Scholar
Croker, R. (2009). An introduction to qualitative research. In J. Heigham & R. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 3–24). Houndmills, UK: Palgrave Macmillan. DOI logoGoogle Scholar
Dauer, R. (1993). Accurate English: A complete course in pronunciation. Englewood Cliffs, NJ: Prentice Hall Regents.Google Scholar
Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. DOI logoGoogle Scholar
. (2014). Myth 1: Once you have been speaking a second language for years, it’s too late to change your pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor, MI: University of Michigan Press.Google Scholar
Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual corrective feedback on L2 pronunciation. System, 411, 25–37. DOI logoGoogle Scholar
Field, J. (2008). Listening in the language classroom. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Foote, J., Trofimovich, P., Collins, L., & Soler Urzúa, F. (2014). Pronunciation teaching practices in communicative second language classes. Language Learning Journal (early view). DOI logoGoogle Scholar
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra, Australia: DETYA. Retrieved February 11, 2015, from <[URL]>Google Scholar
. (2001). Teaching pronunciation: A handbook for teachers and trainers. Sydney, Australia: TAFE NSW Access Division. Retrieved February 11, 2015, from <[URL]>Google Scholar
. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.Google Scholar
. (2009). Pronunciation as categorization: The role of contrast in teaching English /r/ and /l/. In A. Mahboob & C. Lipovsky (Eds.), Studies in applied linguistics and language learning (pp. 289–306). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
. (2010). Cognitive theory as a tool for teaching second language pronunciation. In S. de Knop, F. Boers, & T. de Rycker (Eds.), Fostering language teaching efficiency through cognitive linguistics (pp. 357–379). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Gilbert, J. (2010). Why has pronunciation been an orphan? IATEFL Pronunciation Special Interest Group Newsletter, 431, 3–7.Google Scholar
. (2012). Clear speech: Pronunciation and listening comprehension in North American English; Teacher’s resource and assessment book (4th ed.). New York, NY: Cambridge University Press. DOI logoGoogle Scholar
. (2014). Myth 4: Intonation is hard to teach. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 107–136). Ann Arbor, MI: University of Michigan Press.Google Scholar
Grant, L. (2014a). Prologue to the myths: What teachers need to know. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 1–33). Ann Arbor, MI: University of Michigan Press.Google Scholar
. (2014b). Myth 5: Students would make better progress in pronunciation if they just practiced more. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 137–159). Ann Arbor, MI: University of Michigan Press.Google Scholar
. (Ed.). (2014c). Pronunciation myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. DOI logoGoogle Scholar
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunningham, U., & Curnick, L. (2012). The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10(1), 1–23. DOI logoGoogle Scholar
Kennedy, S., Blanchet, J., & Trofimovich, P. (2014). Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79–96. DOI logoGoogle Scholar
Kvale, S. (2007). Analyzing interviews. In S. Kvale (Ed.), Doing interviews (pp. 102–120). London, UK: Sage. DOI logoGoogle Scholar
Lane, L. (2010). Tips for teaching pronunciation: A practical approach. White Plains, NY: Pearson/Longman.Google Scholar
Levis, J., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19. DOI logoGoogle Scholar
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. DOI logoGoogle Scholar
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 461, 1–40. DOI logoGoogle Scholar
Macdonald, S. (2002). Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3–18.Google Scholar
Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10–18. DOI logoGoogle Scholar
Murphy, J. (2014a). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 421, 258–269. DOI logoGoogle Scholar
. (2014b). Myth 7: Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 188–224). Ann Arbor, MI: University of Michigan Press.Google Scholar
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. DOI logoGoogle Scholar
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. DOI logoGoogle Scholar
Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 1–17. DOI logoGoogle Scholar
Sifakis, N.C., & Sougari, A.-M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 391, 467–488. DOI logoGoogle Scholar
Starfield, S. (2010). Ethnographies. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 50–65). London: Continuum.Google Scholar
Sturm, J. (2013). Explicit phonetics instruction in L2 French: A global analysis of improvement. System, 411, 654–662. DOI logoGoogle Scholar
Swan, M., & Smith, B. (2001) Learner English: A teacher’s guide to interference and other problems. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Zielinski, B., & Yates, L. (2014). Myth 2: Pronunciation instruction is not appropriate for beginning-level learners. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor, MI: University of Michigan Press.Google Scholar
Cited by (19)

Cited by 19 other publications

Abad-Célleri, Mónica, Juanita Argudo-Serrano, Tammy Fajardo-Dack & Patricio Cabrera
2024. Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features. Profile: Issues in Teachers' Professional Development 26:1 ► pp. 81 ff. DOI logo
Gordon, Joshua & Roger Segura Arias
2024. “The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction. TESOL Quarterly DOI logo
Gordon, Joshua & Lena Barrantes-Elizondo
2024. Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity. Language Teaching Research DOI logo
Liu, Di, Alison McGregor, Beth Zielinski, Marnie Reed & Colleen Meyers
2024. ESL teachers’ metalanguage as evidence of their metalinguistic knowledge of the English intonation system. Language Awareness ► pp. 1 ff. DOI logo
Gordon, Joshua
2023. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3 ► pp. 718 ff. DOI logo
Nagle, Charles, Rebecca Sachs & Germán Zárate-Sández
2023. Spanish teachers’ beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them. Language Teaching Research 27:3 ► pp. 491 ff. DOI logo
Sweeting, Arizio M. & Michael D. Carey
2023. What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Brinton, Donna M., Michael Burri & Amanda A. Baker
2022. Beyond Controlled, Guided, and Free Practice. In Second Language Pronunciation, ► pp. 151 ff. DOI logo
Lee, Andrew H. & Ron I. Thomson
2022. Chapter 10. Pronunciation. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 233 ff. DOI logo
Tergujeff, Elina
2022.  Pronunciation Teaching in EFL K–12 Settings . In Second Language Pronunciation, ► pp. 235 ff. DOI logo
Burri, Michael & Amanda Baker
2021. ‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period. Applied Linguistics 42:4 ► pp. 791 ff. DOI logo
Darcy, Isabelle, Brian Rocca & Zoie Hancock
2021. A Window into the Classroom: How Teachers Integrate Pronunciation Instruction. RELC Journal 52:1 ► pp. 110 ff. DOI logo
Mompean, Jose A & Jonás Fouz-González
2021. Phonetic Symbols in Contemporary Pronunciation Instruction. RELC Journal 52:1 ► pp. 155 ff. DOI logo
Couper, Graeme
2017. Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues. TESOL Quarterly 51:4 ► pp. 820 ff. DOI logo
Couper, Graeme
2019. Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System 84 ► pp. 41 ff. DOI logo
Couper, Graeme
2021. Teacher cognition of pronunciation teaching. Journal of Second Language Pronunciation 7:2 ► pp. 212 ff. DOI logo
Couper, Graeme
2021. Pronunciation Teaching Issues: Answering Teachers’ Questions. RELC Journal 52:1 ► pp. 128 ff. DOI logo
Couper, Graeme
2022. Effective Feedback for Pronunciation Teaching. In Second Language Pronunciation, ► pp. 174 ff. DOI logo
Long, Avizia Yim
2017. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback. In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16], ► pp. 202 ff. DOI logo

This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.