Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions

By Amanda Baker. 2014

244 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/74b14f01b3fc8b9448e031a7dd4b02795c1907bf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Isabelle Darcy
2. Anne Feryok
3. Magdalena Kubanyiova

In Language and Linguistics

1. Anne Feryok
2. Magdalena Kubanyiova
3. Isabelle Darcy
4. S. Borg

Citations in the corpus

• Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “The lack of teacher training (Baker, 2014; Foote, Holtby, & Derwing, 2011; Murphy, 2014) compounded by the lack of teaching materials resulted in low confidence.”
• Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015, unknown): “…of their practice (Goh, Zhang, Koh, & Ng, 2005), including teaching grammar (Borg & Burns, 2008), reading (Atai & Fatahi-Majd, 2014), writing (Ferris, 2014), listening (Graham, Santos, & Francis-Brophy, 2014), speaking (Baleghizadeh & Nasrollahi Shahri, 2014), and pronunciation (e.g., Baker, 2014).”
• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, unknown): “…Farrell, 1999; Gatbonton, 1999; Johnson, 1994; Karavas– Doukas, 1996; Lamb, 1995; Woods, 1996), the 2000s (e.g., Borg, 2001; da Silva, 2005; Farrell & Lim, 2005; Mattheoudakis, 2007; Peacock, 2001; Phipps & Borg, 2009; Tsang, 2004; Urmston, 2003), and post 2010 (e.g., Baker, 2014; Borg 2011).”
• Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…that new research continues to explore teachers’ cognitions about a wide range of aspects of second language (L2) teaching, including pronunciation (Baker, 2014), speaking (Baleghizadeh & Shahri, 2014), listening (Graham, Santos, & Francis–Brophy, 2014), assessment (Büyükkarcı, 2014), integrated…”