تعداد نشریات | 44 |
تعداد شمارهها | 1,303 |
تعداد مقالات | 16,020 |
تعداد مشاهده مقاله | 52,487,073 |
تعداد دریافت فایل اصل مقاله | 15,214,010 |
Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation | ||
Journal of English Language Teaching and Learning | ||
مقاله 9، دوره 11، شماره 23، شهریور 2019، صفحه 221-251 اصل مقاله (482.8 K) | ||
نوع مقاله: Research Paper | ||
نویسندگان | ||
Musa Nushi* 1؛ Roya Jafari2؛ Zahara Golesorkhi3 | ||
1Assistant Professor in TEFL, Shahid Beheshti University (Corresponding author) | ||
2M.A. Graduate in TEFL, Faculty of Letters and Humanities, Shahid Beheshti University | ||
3Ph. D. Candidate in TEFL, Alzahra University | ||
چکیده | ||
One essential yet often-ignored factor in pronunciation teaching is learners’ beliefs towards teaching and learning of pronunciation. Awareness of this factor can help both learners and teachers achieve their language learning and teaching objectives. The current study investigated 195 Iranian EFL learners’ beliefs and perceptions about various aspects of pronunciation teaching and learning. The learners answered a 30-item Likert-scale online questionnaire which inquired about their views regarding the overall importance of pronunciation instruction, the type of syllabus, the design of classes devoted to pronunciation, the introduction of pronunciation features, the ways of practicing these features, and the role of error correction. To enhance the findings from the questionnaire, the researchers interviewed a subsample of the participants about various pronunciation dimensions specified in the questionnaire. Results revealed that the majority of the participants believed teaching and learning pronunciation was of paramount importance in EFL contexts as it helped them achieve their communicative goals more effectively. The learners also largely preferred a structural over a task-based syllabus for pronunciation instruction but differed regarding whether pronunciation features should be taught in isolation or in communicative contexts, and whether correction of their pronunciation errors should be done by the teacher or peers. Findings of this study can inform the mainstream pronunciation teaching and learning practices and materials designs. | ||
کلیدواژهها | ||
Pronunciation؛ English؛ Iranian EFL learners؛ beliefs | ||
مراجع | ||
Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International Education Studies, 8(11), 63-76.
Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers' beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19.
Block, D. (2007). Second language identities. New York, NY: Continuum.
Borges, L. (2014). Pronunciation beliefs and other predictors of phonological performance: A study with Brazilian ESL learners (Master’s Thesis). Retrieved from https://www.ucl.ac.uk/library/theses.
Bradley-Bennett, K. (2007). Teaching pronunciation: An independent study course for teachers of adult English as a second language learners. Retrieved from: http://www.cde.state.co.us/cdeadult/download/NCPDRC/TeachingPronunciation.pdf.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2), 77-101.
Calka, A. (2011). Pronunciation learning strategies – identification and classification. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and instructed foreign language acquisition (pp. 149-168). Clevedon: Multilingual Matters.
Chang, M. (2006). Pronunciation instruction, learner awareness and development (Unpublished doctoral dissertation). Canada, Ontario: University of Toronto.
Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal,30(1), 13-46.
Diah, K., & Zita, R. (2006). Pronunciation 1. Surakarta: Sebelas Maret University Press.
Dlaska, A., & Krekeler, C. (2008). Self-assessment of pronunciation. System, 36(4), 506-516.
Dörnyei, Z. (2005). Other learner characteristics. In Z. Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, (pp. 197-217). London: Lawrence Erlbaum.
Elliott, A., R. (1995). Field independence/dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. The Modern Language Journal, 79(3), 356-371.
Ellis, R. (2004). Task-based language learning and teaching. Oxford: OUP.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107.
Forman, R. (2010). Ten principles of bilingual pedagogy. In A. Mahboob (Ed.), The NNEST lens: Non-native speakers in TESOL (pp. 54-86). Newcastle-Upon-Tyne: Cambridge Scholars.
Forman, R. (2012). Six functions of bilingual EFL teacher talk: Animating, translating, explaining, creating, prompting and dialoguing. RELC Journal, 43, 239-253.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: DETYA (Australia National Training Authority Adult Literacy Project). Retrieved from https://helenfraser.com.au/wp-content/uploads/ANTA-REPORT-FINAL.pdf
Gabillon, Z. (2007). Learner beliefs on L2 attitudes and motivation: An exploratory study. Lingua et Linguistica, 1(1), 68-90.
Gilakjani, A. P. (2012). A study of factors affecting EFL learners’ English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Sciences, 2(3), 119-128.
Gilbert, J. B. (2008). Teaching pronunciation using the prosody pyramid. New York: Cambridge University Press.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
Huensch, A. (2018). Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs. Language Teaching Research, 1-20. doi: 10.1177/1362168818767182
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 77-95.
Jenkins, J. (2000). The phonology of English as an international language. Oxford; New York: Oxford University Press.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543.
Jiang, M., Green, R. J., Henley, T. B., & Masten, W. G. (2009). Acculturation in relation to the acquisition of a second language. Journal of Multilingual and Multicultural Development, 30(6), 481-492.
Kang, O. (2010). ESL learners’ attitudes toward pronunciation instruction and varieties of English. In J. Levis & K. LeVelle (eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp.105-118), Ames, IA: Iowa State University.
Kelly, G. (2000). How to teach pronunciation. Harlow: Pearson.
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.
Lee, A. H., & Lyster, R. (2017). Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psychology, 38, 371-393.
Léger, D. & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276-295.
Macaro, E. (2003). Teaching and learning a second language. London: Continuum.
Macaro, E. (2013). The Bloomsbury companion to second language acquisition. London: Bloomsbury Companions.
Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28(6), 502-518.
Munro, M., & Bohn, O. (2007). The study of second language speech. In O. Bohn & M. Munro (Eds.), Language experience in second language speech learning (pp. 3–11). Amsterdam: John Benjamins.
Peerdadeh, A. & Entezamara, A. (2016). The relationship between English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy. International Journal of English Linguistics, 6(7), 1-7.
Pishghadam, R., & Kamyabi, A. (2008). On the relationship between cultural attachment and accent mimicry (Unpublished Master's thesis). Ferdowsi University of Mashhad, Iran.
Rahimi, M., & Yadollahi, S. (2013). Female students’ CALL attitudes: the effect of level of education computer ownership & computer use. Germany: Lambert academic publishing.
Pawlak, M. (2010). Teaching foreign language pronunciation: Issues in research focus and methodology. In E. Waniek-Klimczak (Ed.), Issues in accents of English 2: Variability and norm (pp. 169-183). Newcastle upon Tyne: Cambridge Scholars Publishing.
Pawlak, M. (2013a). Comparing learners’ and teachers’ beliefs about form-focused instruction. In D. Gabryś-Barker, E. Piechurska-Kuciel, & J. Zybert (Eds.), Investigations in teaching and learning languages: Studies in honor of Hanna Komorowska (pp. 109-131). Heidelberg – New York: Springer.
Pawlak, M. (2013b). The effect of explicit and implicit corrective feedback on eliminating pronunciation errors. In E. Waniek-Klimczak & L. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 85-101). Heidelberg – New York: Springer.
Pawlak, M., Mystkowska-Wiertelak, A. & Bielak, J. (2015). Exploring advanced learners’ beliefs about pronunciation instruction and their relationship with attainment. In E. Waniek-Klimczak, & M. Pawlak (Eds.), Teaching and researching the pronunciation of English (pp. 3-22). Cham: Springer.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. London: Longman Pearson Education.
Sardegna, V., Lee, J. and Kusey, C. (2018). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1),83-114.
Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca. Vienna English Working Papers, 9(1), 51-68.
Setter, J. & Jenkins, J. (2005). State-of-the-art review article: Pronunciation. Language Teaching, 38(1), 1-17.
Shabani, K. (2016). Application of Vygotsky's sociocultural approach for teachers' professional development. Cogent Education, 3(1), 1-10.
Shankar, P. (2008). Teaching of English. New Delhi, India: APH Publishing.
Smit, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL, 40(2), 89-116.
Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300.
Trofimovich, P., & Isaacs, T. (2017). Second language pronunciation assessment: A look at the present and the future. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 259-271). Bristol, England: Multilingual Matters.
Underhill, A. (2012). Make pronunciation physical, visible, audible. [Seminar at Summer Midweek English Language Teaching Sessions], The Sussex Director of Studies Association. 20 June.
Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press.
Yates, L., & Zielinski, B. (2009). Give it a go: Teaching pronunciation to adults. Australia: Macquarie University.
Zuengler, J., (1988). Identity markers and L2 pronunciation. Studies in Second Language Acquisition. 10(1), 33-49. | ||
آمار تعداد مشاهده مقاله: 1,187 تعداد دریافت فایل اصل مقاله: 1,015 |