Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction

dc.contributor.author Nagle, Charles
dc.contributor.author Sachs, Rebecca
dc.contributor.author Nagle, Charles
dc.contributor.author Zarate-Sandez, German
dc.contributor.department World Languages and Cultures
dc.date 2019-04-23T10:22:42.000
dc.date.accessioned 2020-06-30T05:46:53Z
dc.date.available 2020-06-30T05:46:53Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 2018
dc.date.embargo 2020-07-12
dc.date.issued 2018-07-12
dc.description.abstract <p>This study explored teachers’ beliefs about pronunciation instruction in Spanish as a second language (L2). An online survey was used to collect data from 100 participants, grouped into 4 categories based on their previous training in principles and methods of pronunciation instruction. This article reports results from 15 survey items which covered participants’ beliefs regarding 6 major themes: the importance of pronunciation, how pronunciation develops, when to teach it, what to teach, how to teach, and who can teach. Although the results revealed several areas where more methods‐related coursework meant greater alignment between Spanish teachers’ beliefs and findings of L2 pronunciation research, there were other topics on which instructors with more training were likely to express beliefs contrasting with the state of the art. For instance, respondents with more coursework tended to accord more value to pronunciation instruction, to set more pronunciation‐related goals for language instruction, and to reject delaying a focus on pronunciation. Unexpectedly, however, some seemed to uphold the native speaker model, suggesting that teacher training and professional development programs may need to emphasize research‐informed practices and the importance of pedagogical expertise over native like pronunciation.</p>
dc.description.comments <p>This article is published as Nagle, C., Sachs, R. Zarate-Sandez, G., Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction. <em>The Modern Language Journal, </em>2018, 102(3); 512-532. DOI: <a href="https://doi.org/10.1111/modl.12493">10.1111/modl.12493</a>. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/language_pubs/170/
dc.identifier.articleid 1169
dc.identifier.contextkey 13099983
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath language_pubs/170
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/52698
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/language_pubs/170/Exploring_the_Intersection_Between_Teachers__Beliefs_and_Research_Findings_in_Pronunciation.pdf|||Fri Jan 14 21:13:27 UTC 2022
dc.source.uri 10.1111/modl.12493
dc.subject.disciplines Communication
dc.subject.disciplines Communication Sciences and Disorders
dc.subject.disciplines Spanish and Portuguese Language and Literature
dc.subject.disciplines Speech and Rhetorical Studies
dc.subject.disciplines Vocational Education
dc.subject.keywords Teacher cognition
dc.subject.keywords Teacher education
dc.subject.keywords Foreign language (FL) education
dc.subject.keywords Spanish
dc.subject.keywords Pronunciation
dc.title Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication d6c20464-4070-440f-8a63-045d2815bb59
relation.isOrgUnitOfPublication 4e087c74-bc10-4dbe-8ba0-d49bd574c6cc
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