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"I Feel Like Having A Nervous Breakdown": Pre-Service And In-Service Teachers' Developing Beliefs And Knowledge About Pronunciation Instruction, Michael Burri, Amanda Ann Baker, Honglin Chen
"I Feel Like Having A Nervous Breakdown": Pre-Service And In-Service Teachers' Developing Beliefs And Knowledge About Pronunciation Instruction, Michael Burri, Amanda Ann Baker, Honglin Chen
Faculty of Social Sciences - Papers (Archive)
Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants' beliefs and knowledge. Findings demonstrated that the development of the student teachers' cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching …
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Faculty of Social Sciences - Papers (Archive)
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers' cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers' self-perceived pronunciation improvement, an increase …
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Faculty of Social Sciences - Papers (Archive)
The purpose of this study was to examine the influence of distinct motivationally-based instructional approaches on student's game performance and involvement. 78 secondary physical education students were taught a unit of volleyball using one in either an autonomy-supportive, controlling or balanced instructional style. Using a pretest and posttest design, students were measured on their game performance and involvement during 20-minute game of volleyball. Data analysis indicated that students engaged in the autonomy-supportive context illustrated significantly higher levels of performance and involvement when compared with the other groups.
Preliminaries To Haptic-Integrated Pronunciation Instruction, William Acton, Amanda Ann Baker, Michael Burri, Brian Teaman
Preliminaries To Haptic-Integrated Pronunciation Instruction, William Acton, Amanda Ann Baker, Michael Burri, Brian Teaman
Faculty of Social Sciences - Papers (Archive)
This paper reports on aspects of a haptic (movement plus touch) integrated system for classroom pronunciation instruction. It is based, in part, on established pedagogical practice in the use of somatic/kinesthetic techniques such as gesture in language instruction (Acton, 1984, 2012; Celce-Murcia, Brinton, Goodwin & Briner, 2010; McCafferty, 2004), and management of vocal resonance in singing and voice training (Lessac, 1997). The pedagogical method is designed for use by relatively untrained instructors and is generally best delivered through video with classroom follow up. Relatively recent research and development in haptics, especially in the areas of gaming, prosthetics and robotics, provides …
Integrating Fluent Pronunciation Use Into Content-Based Esl Instruction: Two Case Studies, Amanda Baker
Integrating Fluent Pronunciation Use Into Content-Based Esl Instruction: Two Case Studies, Amanda Baker
Faculty of Social Sciences - Papers (Archive)
This paper examines the teaching practices of two ESL teachers who integrated pronunciation instruction into intermediate-level, content/task-based, oral communication courses in an Intensive English program. These practices are analysed according to five categories of pronunciation instruction: Language Awareness; Controlled Practice; Guided Practice, Fluency Development and Free Practice. The fourth category, Fluency Development, is defined based on the work of Nation and Newton (2009), who list, among several criteria, pressure to perform at greater speeds or at least "more smoothly" as central to improving learner fluency. Based on classroom observations, interviews with teachers and student questionnaires, the degree to which the …