Knowledge base of pronunciation teaching: staking out the territory

By Amanda Baker, J. M. Murphy. 2011

108 citations recorded by the source corpus.

Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area.

Subfields: Education, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/46a537b3839a8abe0ad0b58492b502bac9133125

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In Education

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In Experimental and Cognitive Psychology

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In Language and Linguistics

  1. L. Buss

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