Education Commons^™

Feedback On Second Language Pronunciation: A Case Study Of Eap Teachers’ Beliefs And Practices, Amanda Baker, Michael Burri

Australian Journal of Teacher Education

In the modern English language classroom,

Abstract: In the modern English language classroom, teachers are often faced with the challenging task of supporting students to achieve comprehensible pronunciation, but many teachers limit or neglect giving students feedback on their pronunciation for a variety of reasons. This paper examines the case of five experienced English for Academic Purposes (EAP) instructors who strive to provide feedback on specific features of pronunciation that negatively affect students’ comprehensibility. Results derived from semi-structured interviews, classroom observations and stimulated recall interviews reveal that the teachers use similar approaches to select and provide feedback on problematic features …

Contextualizing Generic Pedagogical Knowledge Through Tension-Focused Reflection: A Self-Study, Zhu Chen

Australian Journal of Teacher Education

A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers’ contextualized understanding of pedagogical knowledge for effective teaching. Reflection has often been recommended as an instrument for constructing teachers’ context-specific knowledge of teaching. This self-study has identified an approach of reflection by which I, as a beginning Chinese language teacher-researcher, employed to develop contextualized understanding of a generic pedagogical model known as Quality Teaching (QT). The essence of …