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Primary Teachers’ Knowledge Base of Pronunciation Instruction: Their Content Knowledge, Pedagogical Content Knowledge, and Technical Pedagogical Content Knowledge

김지연
한국영어교육학회 (Korea Association Of Teachers Of English)|2023.12|영어교육 (English Teaching)|제78권 제4호|pp. 83-111|DOI 10.15858/engtea.78.4.202312.83

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참고문헌

키워드

teachers’ knowledgepronunciation instructionclassroom practicescontrolled and free practices
주제분류영어와문학

초록

This study investigated primary teachers’ knowledge of pronunciation instruction, and its manifestation in classroom practices in Korean EFL contexts. To this end, the questionnaire data collected from 47 teachers were quantitatively analyzed. The emerging themes from 5 teachers’ interviews were qualitatively analyzed, based on content analysis. Findings revealed that they had an appropriate knowledge base of pronunciation teaching, equipped with the better understanding of content knowledge (CK), followed by pedagogical content knowledge (PCK), and technical pedagogical content knowledge (TPACK). No statistically significant difference was found in teachers’ knowledge between males and females, and also between the 4 groups with different teaching experience. They manifested their knowledge mainly acquired from the past course lectures into classroom practices, employing controlled and free practices such as listening and repeating, shadowing, songs, chants, games, and role play, including different types of corrective feedback. Most notably, they integrated role play effectively into classroom practices to improve young learners’ pronunciation in interest-provoking and enjoyable ways.

Abstract

This study investigated primary teachers’ knowledge of pronunciation instruction, and its manifestation in classroom practices in Korean EFL contexts. To this end, the questionnaire data collected from 47 teachers were quantitatively analyzed. The emerging themes from 5 teachers’ interviews were qualitatively analyzed, based on content analysis. Findings revealed that they had an appropriate knowledge base of pronunciation teaching, equipped with the better understanding of content knowledge (CK), followed by pedagogical content knowledge (PCK), and technical pedagogical content knowledge (TPACK). No statistically significant difference was found in teachers’ knowledge between males and females, and also between the 4 groups with different teaching experience. They manifested their knowledge mainly acquired from the past course lectures into classroom practices, employing controlled and free practices such as listening and repeating, shadowing, songs, chants, games, and role play, including different types of corrective feedback. Most notably, they integrated role play effectively into classroom practices to improve young learners’ pronunciation in interest-provoking and enjoyable ways.

참고문헌 (45)

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관련 논문AI추천

초등 예비교사의 영어 발음 지식의 변화 및 향상에 관한 연구김지연한국영어교과교육학회 · 영어교과교육2023 · 제22권 제1호A Study on Korean Elementary Teachers’ Perceptions of Teaching English Pronunciation from an EIL Perspective박미애, 추미애대한영어영문학회 · 영어영문학연구2021 · 제63권 제3호Pronunciation Learning Strategy Use of EFL Learners: Focused on 5th and 6th Graders in Primary School김지연현대영어교육학회 · 현대영어교육2021 · 제22권 제2호영어 발음교육에 대한 예비 영어교사의 인식김종훈언어과학회 · 언어과학연구2013 · 제65호Effects of explicit and implicit instruction on the speech intelligibility of L2 pronunciation장주현외국어교육연구소 · 외국어교육연구2017 · 제31권 제2호우리나라 영어교사의 영어 발음 지도에 대한 고찰정미라한국영어교과교육학회 · 영어교과교육2010 · 제9권 제1호

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