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.

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.

Copyright Owner

National Federation of Modern Language Teachers Associations

Language

en

File Format

application/pdf

Available for download on Sunday, July 12, 2020

Published Version

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