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 d...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.展开更多
This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but als...This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but also in such aspects as the determining factor which governs the choice of variant forms and the various changes brought about by the word-formation process. When teaching word parts, teachers are advised to pay attention to their usefulness and productiveness and draw their learners’ attention to various linguistic patterns. A tentative procedure is suggested for the effective teaching of word-formation knowledge.展开更多
文摘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.
文摘This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but also in such aspects as the determining factor which governs the choice of variant forms and the various changes brought about by the word-formation process. When teaching word parts, teachers are advised to pay attention to their usefulness and productiveness and draw their learners’ attention to various linguistic patterns. A tentative procedure is suggested for the effective teaching of word-formation knowledge.
