Invited Talks

A Teacher's View of Research: From Theory to Practice

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Abstract

A clarion call raised 50 years ago by Allen (1971) and echoed by Levis (1999) awaits our field’s next paradigm shift. While both the Allen and subsequent Levis TQ articles focused on teaching intonation, their shared lament and mutual aim addressed bridging the theory to practice divide. As noted by Murphy and Baker (2015) in their analysis of the history of ESL pronunciation teaching, it took over a century for primary empirical research to inform our work and set an agenda in “three areas of focus: (1) what features of ESL phonology are necessary to teach; (2) how to effectively teach them, and (3) what teachers and students believe and know about pronunciation instruction” (p. 56). The 12th annual PSLLT conference is the appropriate forum to acknowledge and embrace the progress that has been made and the foundation that has been laid, and to envision and embark upon the next wave of innovations that promise to bring knowledge from the ivory tower to the teachers in the field.

Keywords: theory, practice

How to Cite: Reed, M. (2022). A teacher’s view of research: from theory to practice. In J. Levis & A. Guskaroska (eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.14394