EFL teachers’ beliefs and practices about pronunciation teaching

• Barry Bai ^[1] ; Rui Yuan ^[2]
  1. [1] Chinese University of Hong Kong

     Chinese University of Hong Kong

     RAE de Hong Kong (China)

     
  2. [2] Education University of Hong Kong

     Education University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 73, Nº 2, 2019, págs. 134-143
• Idioma: inglés
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• Resumen

  • This 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 non-native 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.