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Pronunciation in the Classroom: Teachers and Teaching Methods

  • Martha C. Pennington
  • Pamela Rogerson-Revell
Chapter
Part of the Research and Practice in Applied Linguistics book series (RPAL)

Abstract

Pronunciation issues related to teachers are an important aspect of pedagogy in teaching language and other subjects. These involve considerations of teacher identity and performance, particularly for teachers who are L2 English speakers, in addition to issues of language teacher knowledge, beliefs, and skills regarding pronunciation. Other pedagogical concerns include the place of pronunciation in the language curriculum and the specific pronunciation teaching approaches, methods, and learning strategies which are supported by current research and theory. A critical awareness of pedagogic resources informed by research offers a foundation for teachers to make grounded choices about what and how to teach, though the research base may not offer definitive findings, and specific pronunciation methods and research findings need to be adapted to teachers’ own contexts of practice.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Martha C. Pennington
    • 1
  • Pamela Rogerson-Revell
    • 2
  1. 1.SOAS and Birkbeck CollegeUniversity of LondonLondonUK
  2. 2.EnglishUniversity of LeicesterLeicesterUK

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