Presentation

Examining Foreign Language Instructors’ Definitions of Pronunciation Instruction

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Abstract

As part of a larger investigation exploring the training, beliefs, and practices of foreign language teachers (i.e., teachers of languages other than English), the current study examined how instructors defined pronunciation instruction and their reports of how their textbooks approached pronunciation instruction. Participants included 296 beginning- level foreign language instructors of French, German, and Spanish from large (over 15,000), public universities in the US who completed an online survey via Qualtrics. Results indicated that the most common themes from instructors’ definitions of pronunciation instruction (i.e., focusing on sounds and using listen and repeat activities) were the same as those reported in how their textbooks approached pronunciation. In addition, results indicated that fewer instructors’ definitions of pronunciation instruction included a mention of potential learning outcomes, and those that did comment on learning outcomes more often mentioned a goal of native-like pronunciation compared to goals of intelligible/comprehensible speech. Findings highlight the potentially influential role materials have in shaping instructors’ conceptualization of pronunciation instruction and provide direct implications for materials developers to integrate pronunciation foci targeting intelligible communication as a goal.

How to Cite:

Huensch, A., (2017) “Examining Foreign Language Instructors’ Definitions of Pronunciation Instruction”, Pronunciation in Second Language Learning and Teaching Proceedings 9(1).