Campus Units
World Languages and Cultures
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
7-12-2018
Journal or Book Title
The Modern Language Journal
Volume
102
Issue
3
First Page
512
Last Page
532
DOI
10.1111/modl.12493
Abstract
This study explored teachers’ beliefs about pronunciation instruction in Spanish as a second language (L2). An online survey was used to collect data from 100 participants, grouped into 4 categories based on their previous training in principles and methods of pronunciation instruction. This article reports results from 15 survey items which covered participants’ beliefs regarding 6 major themes: the importance of pronunciation, how pronunciation develops, when to teach it, what to teach, how to teach, and who can teach. Although the results revealed several areas where more methods‐related coursework meant greater alignment between Spanish teachers’ beliefs and findings of L2 pronunciation research, there were other topics on which instructors with more training were likely to express beliefs contrasting with the state of the art. For instance, respondents with more coursework tended to accord more value to pronunciation instruction, to set more pronunciation‐related goals for language instruction, and to reject delaying a focus on pronunciation. Unexpectedly, however, some seemed to uphold the native speaker model, suggesting that teacher training and professional development programs may need to emphasize research‐informed practices and the importance of pedagogical expertise over native like pronunciation.
Copyright Owner
National Federation of Modern Language Teachers Associations
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
Nagle, Charles L. V.; Sachs, Rebecca; and Zarate-Sandez, German, "Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction" (2018). World Languages and Cultures Publications. 170.
https://lib.dr.iastate.edu/language_pubs/170
Included in
Communication Sciences and Disorders Commons, Spanish and Portuguese Language and Literature Commons, Speech and Rhetorical Studies Commons, Vocational Education Commons
Comments
This article is published as Nagle, C., Sachs, R. Zarate-Sandez, G., Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction. The Modern Language Journal, 2018, 102(3); 512-532. DOI: 10.1111/modl.12493. Posted with permission.