영어 발음교육에 대한 예비 영어교사의 인식
Pre-service English Teachers' Cognition in Teaching English Pronunciation
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참고문헌
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초록
This study aims to examine pre-service English teachers' cognition in teaching English pronunciation, the relationship between their cognition and classroom practices in teaching pronunciation, and the impact of prior experiences as learners of English or English phonetics on teaching pronunciation as in-service teachers in the future. Thirty- five pre-service English teachers at A university participated in the study, and the data were gathered through questionnaire, classroom observation, and interview. The results of the study showed that the majority of respondents (94.3%) believed that the goal of English pronunciation teaching and learning is comfortable intelligibility for effective communication rather than native-like pronunciation. Most of them (82.9%) thought that communicative techniques within the framework of communicative language teaching, such as games, song, and role play were more effective in teaching English pronunciation than traditional drilling with minimal pairs, and listen and repeat technique, and 91.4% of the respondents thought it desirable to focus on communicative fluency of stress and intonation, not on the accurate production of consonants and vowels within isolated words. Pre-service teachers' cognition was generally translated into their practices in the classroom, but there were some gaps between their cognition in teaching pronunciation and their practices. It was shown that many of them (91.4%) felt that an English phonetics course taken in college would provide them with principles and practices in pronunciation teaching in the future.
Abstract
This study aims to examine pre-service English teachers' cognition in teaching English pronunciation, the relationship between their cognition and classroom practices in teaching pronunciation, and the impact of prior experiences as learners of English or English phonetics on teaching pronunciation as in-service teachers in the future. Thirty- five pre-service English teachers at A university participated in the study, and the data were gathered through questionnaire, classroom observation, and interview. The results of the study showed that the majority of respondents (94.3%) believed that the goal of English pronunciation teaching and learning is comfortable intelligibility for effective communication rather than native-like pronunciation. Most of them (82.9%) thought that communicative techniques within the framework of communicative language teaching, such as games, song, and role play were more effective in teaching English pronunciation than traditional drilling with minimal pairs, and listen and repeat technique, and 91.4% of the respondents thought it desirable to focus on communicative fluency of stress and intonation, not on the accurate production of consonants and vowels within isolated words. Pre-service teachers' cognition was generally translated into their practices in the classroom, but there were some gaps between their cognition in teaching pronunciation and their practices. It was shown that many of them (91.4%) felt that an English phonetics course taken in college would provide them with principles and practices in pronunciation teaching in the future.
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