Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher (Ⅰ)

Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language(L2)pronunciation in learners.Although recent research has indicated that nonnative-speaking teachers(NNSTs)can be as effective as native-speaking teachers(NSTs)in pronunciation instruction,and that their training needs resemble those of NSTs,the way NNSTs implement L2 pronunciation instruction has not been studied extensively.This is important to understand given the number of NNsTs of English worldwide at present,and because of the potential benefits of nonnative-speaking pronunciation teaching models in general.In this study,I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language(EFL)to understand both his actual teaching practices and the rationale behind such practices.Using a framework of knowledge base of language teaching,this study demonstrates how factors such as previous teaching and learning experiences,teaching context,and L2 learner characteristics shaped and guided the techniques the teacher implemented in class.These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.

Implementing explicit pronunciation instruction:The case of a nonnative English-speaking teacher(Ⅱ)

VI Data collection and analyses Afterobtaininggapproval from theethics committee of the school,I started the data collection process through a semi-structuredinterview,classroom observations,and a stimulated-recall interview.I carried out these data collection procedures cyclically and not linearly,which means that the data were continuously analysed during the collection process,and that the findings of each data collection step influenced the next collection procedures(Merriam,2009;Richards,2003).For example,the information obtained in the semistructured interview influenced the aspects to be documented during the classroom observations,and the phenomena witnessed in such observations were used as a basis for the stimulated-recall interview.I will explain these procedures in detail below.

Implementing explicit pronunciation instruction:The case of a nonnative English-speaking teacher(Ⅲ)

VilI Discussion The findings from this study illustrate both the techniques and the rationale behind such techniques used by this particular NNST in implementing explicit pronunciation instruction.They also highlight the convergence of the different factors that constitute his knowledge base of pronunciation teaching.In general terms,the techniques Carlos used are not that different from what NSTs may do in pronunciation teaching in terms of controlled and guided activities(Baker,2014),or even what they do when teaching other skills like grammar(see Borg,1998;Johnston&Goettsch,2000).