Implementing an International Approach to English Pronunciation: The Role of Teacher Attitudes and Identity

By J. Jenkins. 2005

260 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d5a81781dc5c1a0c9e90f3a376c976748aff6f9d

How researchers see this paper

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

In Language and Linguistics

1. L. Buss
2. Yueting Xu
3. J. M. Murphy
4. Amanda Baker

In Literature and Literary Theory

1. Yueting Xu
2. J. M. Murphy
3. Amanda Baker
4. L. Buss

Citations in the corpus

• Beliefs and practices of Brazilian EFL teachers regarding pronunciation (2016, background): “Some nonnative teachers still seem to have the idea that native accents are more ‘desirable’, ‘competent’, and ‘correct’ than accented ones (Jenkins, 2005; Timmis, 2002).”
• Knowledge base of pronunciation teaching: staking out the territory (2011, methodology): “Although preliminary work in this area is available (Jenkins, 1998, 2000, 2002, 2005), research is far from codifying an EIL variety and may never be able to do so.”
• Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “These studies explore how the dichotomy of native-speakers (NS) / non-native-speakers (NNS) has saddled NNS teachers with feelings of inferiority, thus prompting them to question their competence as legitimate language education professionals (Jenkins, 2005; Park, 2012; Pavlenko, 2003).”