EFL teachers' beliefs and practices about pronunciation teaching
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AbstractThis study explores 16 non-native English teachers� beliefs and practices about pronunciation teaching in Hong Kong. Drawing on data from the teachers� written reflections and follow-up interviews, the findings suggest that these nonnative English teachers understood the importance and goal of pronunciation teaching but appeared unconfident and ill-prepared in their teaching. Their lack of confidence was not only a result of insufficient training but also of their non-native English teacher status influenced by specific institutional and sociocultural contexts. Important implications for EFL teacher education and professional development are drawn.
Acceptance Date31/10/2018
All Author(s) ListBarry Bai, Rui Yuan
Journal nameELT Journal
Volume Number73
Issue Number2
PublisherOxford University Press
Pages134 - 143
LanguagesEnglish-United Kingdom

Last updated on 2020-05-06 at 23:16