Presentation

ESL Teachers’ Beliefs and Practices in Pronunciation Teaching: Confidently Right or Confidently Wrong?

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Abstract

This study examines the extent to which English Language Teachers (ELTs) are able to critically evaluate beliefs and teaching practices in the domain of pronunciation instruction. To answer this question, an online survey was administered to 58 teachers, asking them to indicate to what extent they agreed or disagreed with statements taken from websites and YouTube videos belonging to pronunciation, accent reduction and accent modification programs. While respondents generally agreed with the least controversial statements in the survey, there was substantial disagreement about some of the more questionable or even false statements. Results indicate that many ELTs seem not to have the background knowledge, and lack the confidence necessary, to critically assess questionable pronunciation beliefs and practices – beliefs and practices that they may encounter in the materials that they choose to use. This suggests that more language teacher education programs need to offer courses in how to teach pronunciation. Furthermore, such courses should provide not only pedagogical techniques, but the theoretical knowledge necessary to understand how second language pronunciation develops. This will allow teachers to more effectively use commercial materials, while avoiding materials that are based on a faulty understanding of what works.

How to Cite:

Thomson, R. I., (2012) “ESL Teachers’ Beliefs and Practices in Pronunciation Teaching: Confidently Right or Confidently Wrong?”, Pronunciation in Second Language Learning and Teaching Proceedings 4(1).