The pronunciation component in ESL lessons: Teachers' beliefs and practices
Research has shown that teachers' beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers' beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper expl...
| मुख्य लेखकों: | , , |
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| स्वरूप: | लेख |
| भाषा: | English |
| प्रकाशित: |
Indonesia University of Education
2017
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| विषय: | |
| ऑनलाइन पहुंच: | http://eprints.um.edu.my/19029/1/The_pronunciation_component_in_esl_lessons_-_Teachers%27_beliefs_and_practices.pdf |
| _version_ | 1825721219796697088 |
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| author | Shah, S.S.A. Othman, J. Senom, F. |
| author_facet | Shah, S.S.A. Othman, J. Senom, F. |
| author_sort | Shah, S.S.A. |
| collection | UM |
| description | Research has shown that teachers' beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers' beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers' beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers' classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers' beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum. |
| first_indexed | 2024-03-06T05:47:03Z |
| format | Article |
| id | um.eprints-19029 |
| institution | Universiti Malaya |
| language | English |
| last_indexed | 2024-03-06T05:47:03Z |
| publishDate | 2017 |
| publisher | Indonesia University of Education |
| record_format | dspace |
| spelling | um.eprints-190292018-08-17T09:11:07Z http://eprints.um.edu.my/19029/ The pronunciation component in ESL lessons: Teachers' beliefs and practices Shah, S.S.A. Othman, J. Senom, F. L Education (General) PE English Research has shown that teachers' beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers' beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers' beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers' classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers' beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum. Indonesia University of Education 2017 Article PeerReviewed application/pdf en http://eprints.um.edu.my/19029/1/The_pronunciation_component_in_esl_lessons_-_Teachers%27_beliefs_and_practices.pdf Shah, S.S.A. and Othman, J. and Senom, F. (2017) The pronunciation component in ESL lessons: Teachers' beliefs and practices. Indonesian Journal of Applied Linguistics, 6 (2). pp. 193-203. ISSN 2301-9468, DOI https://doi.org/10.17509/ijal.v6i2.4844 <https://doi.org/10.17509/ijal.v6i2.4844>. http://dx.doi.org/10.17509/ijal.v6i2.4844 doi:10.17509/ijal.v6i2.4844 |
| spellingShingle | L Education (General) PE English Shah, S.S.A. Othman, J. Senom, F. The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title | The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title_full | The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title_fullStr | The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title_full_unstemmed | The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title_short | The pronunciation component in ESL lessons: Teachers' beliefs and practices |
| title_sort | pronunciation component in esl lessons teachers beliefs and practices |
| topic | L Education (General) PE English |
| url | http://eprints.um.edu.my/19029/1/The_pronunciation_component_in_esl_lessons_-_Teachers%27_beliefs_and_practices.pdf |
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