Abstract
Pronunciation teaching has long been overlooked in areas of research, especially those of language teacher cognition (Couper, 2017; Macdonald, 2002). In language teacher education, narrative inquiry provides a basis for expert mediation and growth in perceived areas of challenge (Johnson, 2009; Johnson & Golombek, 2002) through the lens of language teacher cognition (Baker & Murphy, 2011). Through tracking reflections of pre-service teachers who observed a pronunciation course led by an experienced English teacher, this study examines a secondary data set of narrative reflections in correspondence with an observed pronunciation course. The results are organized into themes and subthemes which highlight salient foci of the data. Through language teacher cognition, the findings highlight areas of knowledge and potential growth in pronunciation pedagogy that can be harnessed by language teacher educators for personal and professional development in language teacher education.
Notes
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Graduation Date
2020
Semester
Spring
Advisor
Farina, Marcella
Degree
Master of Arts (M.A.)
College
College of Arts and Humanities
Department
Modern Languages
Degree Program
Teaching English to Speakers of Other Languages
Format
application/pdf
Identifier
CFE0007940; DP0023080
URL
https://purls.library.ucf.edu/go/DP0023080
Language
English
Release Date
May 2020
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Diller, Madelyn, "Pre-service Teacher Perceptions of Pronunciation Teaching: A Qualitative Investigation" (2020). Electronic Theses and Dissertations, 2020-2023. 34.
https://stars.library.ucf.edu/etd2020/34