Pronunciation instruction in English for academic purposes : an investigation of attitudes, beliefs and practices /

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Bibliographic Details
Author / Creator:	Hodgetts, John.
Imprint:	Cham, Switzerland : Springer, 2020.
Description:	1 online resource
Language:	English
Series:	Second language learning and teaching Second language learning and teaching.
Subject:	English language -- Pronunciation -- Study and teaching. English language -- Pronunciation by foreign speakers. English language -- Pronunciation by foreign speakers. English language -- Pronunciation -- Study and teaching. Electronic books.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12607456

Hidden Bibliographic Details
ISBN:	9783030561161 303056116X
Notes:	Includes bibliographical references.
Summary:	This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses.
Other form:	Original 3030561151 9783030561154
Standard no.:	10.1007/978-3-030-56116-1 10.1007/978-3-030-56

Table of Contents:

Intro
Acknowledgements
Contents
List of Figures
List of Tables
1 Introduction
1.1 Background to the Current Research
1.2 General Objectives
1.3 Contents of the Book
References
2 Pronunciation Instruction: Background, Techniques and Relevant Studies
2.1 Introduction
2.2 The First Focus on Speaking
2.3 Audiolingualism: The Beginnings of an Analytical Approach
2.3.1 The Theoretical Underpinnings of Audiolingualism
2.3.2 The Impact of Contrastive Analysis
2.3.3 The Critique of Behaviourism, Audiolingualism, and Contrastive Analysis, and New Directions Sparked by Universal Grammar and Mentalism
2.4 Sociocultural Theory and Scaffolding
2.5 The Natural Approach
2.6 Communicative Approaches
2.6.1 The Broad Nature of Communicative Approaches
2.6.2 Criticisms of the Communicative Approach and Divergent Subdivisions
2.7 The Postmethod Approach
2.8 Humanistic Approaches
2.9 The Impact of Humanism, the Self, and Possible Limitations
2.10 The Importance of Affect
2.11 Pronunciation Techniques and Relevant Research
2.12 English as an International Language and the Status of the Native Speaker Variety
References
3 Suprasegmental Instruction and Intelligibility
3.1 Introduction
3.2 What Are Suprasegmentals?
3.3 Native-Like Production or Intelligibility?
3.4 Intelligibility, Comprehensibility and Accentedness
3.5 The Lingua Franca Core
3.6 Key Issues Connected with Intelligibility
3.7 Suprasegmental Instruction
3.8 Testing and Assessment
3.9 Studies Involving Chinese Learners
3.10 Instruction in EAP Contexts
References
4 Methodology: The Mixed Methods Approach
4.1 Introduction
4.2 Research Context
4.2.1 General Background
4.2.2 Some Specifics of the Organization of the Course
4.2.3 My Own Role on the Course
4.3 Research Process
4.3.1 Research Questions
4.3.2 Research Timetable
4.3.3 The Pilot Study Interviews that Led to the Current Research
4.3.4 Other Issues Arising from the Pilot Study
4.4 Methods and Tools
4.4.1 Introduction: The Value of a Mixed Methods Approach
4.4.2 Document Analysis
4.4.3 Action Research
4.4.4 Teacher Observation
4.4.5 Semi-structured Interviews
4.4.6 Survey Methods
4.4.7 Teacher Assessment of Student Seminars
4.5 The Participants
4.5.1 Members of Staff: Teachers and the Course Leader
4.5.2 The Learners
4.5.3 Comments on the Level of the Students
4.5.4 Learner Participation: The Learner Questionnaire
4.5.5 Ethical Issues and Potential Effects on Participants
4.6 Stakeholder Analysis
4.6.1 The University
4.6.2 The Course Leader
4.6.3 Teacher Participants
4.6.4 Myself
4.6.5 Learners
References
5 Results, Analysis, and Discussion
5.1 Introduction
5.2 Notes on the Course Documents and Induction Documents

Pronunciation instruction in English for academic purposes : an investigation of attitudes, beliefs and practices /

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