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1	The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
	Dinh, Ngoc Anh. - : Auckland University of Technology, 2022
	Abstract: Although pronunciation has until recently been widely neglected in both teaching and research, there is universal acknowledgment of its importance in effective communication. This applies too in Vietnam, where good English pronunciation is seen as imperative in accessing social, educational, and occupational opportunities (Kieu, 2010; Vallely & Wilkinson, 2008; P. A. Vu & Nguyen, 2004). Because of this importance, attention needs to be given to the way in which pronunciation is taught in the Vietnamese EFL context. Evidence, however, appears to suggest that this instruction is often problematic and peripheral to the teaching of speaking and listening. Although there are many facets to this complex situation, one way to unpack it and explore possible solutions is to increase our understanding of pronunciation teachers’ cognitions, practices and contextual factors that might influence teachers’ thinking and their actual teaching. Despite an increasing research interest in teachers’ cognitions and practices in many international contexts (Couper, 2016a, 2016b; Foote, Trofimovich, Collins, & Urzúa, 2016), relatively little attention has been paid to the mental lives and actual teaching practices of pronunciation teachers at universities in Vietnam. The study reported in this thesis scrutinized the relationship between teachers’ cognitions of pronunciation teaching, their practices, and wider contexts at the tertiary level in Vietnam using a multiple case study design. The research involved four teachers. The data were obtained through four teachers’ initial interviews, classroom observations, stimulated (post-observation) recalls, and document analysis. This set of data was complemented by focus group discussions with a self-selected number of the teacher participants’ students (n = 20). The study found that the teachers and students held conflicting views on the value of pronunciation and pronunciation teaching at university. The Nativeness principle seemed to dominate in the teachers’ and students’ choice of goals, models and in their view of good pronunciation teachers. The teachers in this study employed traditional teacher-centred approaches to pronunciation teaching; their teaching was textbook driven with most classroom activities being controlled. The teachers’ cognitions and their teaching practices were diverse and influenced by a number of contextual factors at teacher-intrapersonal, micro, meso, and macro levels. Moreover, a complex, dynamic, and co-adaptive inter-relationship was found between the cognitions, practices of the teachers and these multi-layered contexts. The study has made important empirical, theoretical and methodological contributions. Empirically, it confirms findings of prior studies that (1) pronunciation teaching is often neglected due to teachers’ lack of confidence and training, (2) their practices feature controlled-practice and listen-and-repeat tasks, (3) the teachers advocate intelligibility in theory but follow nativeness in practice and (4) a number of factors mediate the teachers’ cognitions and practices, among others. Theoretically, it confirms the existing conceptualization of teachers’ cognitions as consisting of four constructs: knowledge, beliefs, attitudes, and identities, and highlights the interactive nature of the four components. It also confirms that teachers’ cognitions can be explicitly professed or implicitly interpreted from teaching practices; they can also be core or peripheral in nature. Methodologically, the study sees the benefits of incorporating professional conversations rather than interviews in conducting qualitative research. The study provides a number of implications and suggestions for different stakeholders at different contextual levels, including EFL teachers, teacher educators, curriculum and course designers, university authorities, researchers and national policy makers.
	Keyword: Pronunciation teaching; Teachers' attitudes; Teachers' beliefs; Teachers' cognitions; Teachers' identities; Teachers' knowledge; Tertiary education
	URL: http://hdl.handle.net/10292/14983
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2	南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan
	廖津加; LIAO, CHIN-CHIA. - 2021
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3	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
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4	Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
	Piret Luik; Merle Taimalu
	In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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5	University Lecturers’ Task-Based Language Teaching Beliefs and Practices
	Huong Thi Lan Lam; Son Van Nguyen; Hong Anh Thi Nguyen
	In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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6	Teachers’ beliefs about the use of learner’s dictionary: a contextual approach ; Crenças de professores sobre o uso do dicionário escolar: uma abordagem contextual
	Brito, Luan Talles de Araújo
	In: Entrepalavras; v. 11, n. 10esp (11): Dicionário, Léxico e Ensino de línguas; 227-244 (2021)
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7	Covid-19-Triggered Online Learning Implementation: Pre-Service English Teachers’ Beliefs
	Subekti, Adaninggar Septi
	In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 3 (2020): Metathesis: Journal of English Language, Literature, and Teaching; 232-248 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i3 (2021)
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8	Mehrsprachigkeit in der Schule. "That is the problem." ...
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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9	Mehrsprachigkeit in der Schule. "That is the problem."
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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10	Valoraciones de futuros profesores de español hacia las variedades cultas de su lengua. Datos de Granada ; Evaluations of future Spanish teachers towards the varieties of their language. Granada data
	Manjón-Cabeza Cruz, Antonio. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2020
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11	Teachers’ beliefs about multilingual pedagogies and the role of initial training
	Portolés Falomir, Laura; Martí, Otilia. - : Taylor & Francis, 2020
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12	REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES
	Dwi Bayu Saputra; Didi Suherdi; Rojab Siti Rodliyah
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 174-192 (2020) (2020)
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13	A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERSâ€™ BELIEFS AND PRACTICE
	Wan Noor Miza wan Mohd Yunus
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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14	Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
	Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019
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15	Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis
	Trina J. Kilty; Andrea C. Burrows
	In: Education Sciences ; Volume 9 ; Issue 1 (2019)
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16	Diversity Attitude Associations in Pre-service Physical Education Teachers
	Rukavina, Paul; Langdon, Jody L.; Greenleaf, Christy...
	In: Health and Kinesiology Faculty Publications (2019)
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17	Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education
	Sá, Susana; Andrade, Ana Isabel; Lourenço, Mónica. - : Taylor & Francis, 2019
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18	An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
	Li, Z; Li, L. - : Elsevier, 2019
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19	An Ethnographic Study on Beliefs and Attitudes of Some Brazilian Teachers of English
	Flávius Almeida Dos Anjos; Denise Scheyerl
	In: Applied Linguistics Research Journal, Vol 3, Iss 5, Pp 49-62 (2019) (2019)
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20	The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
	Aintzane Doiz; David Lasagabaster; Víctor Pavón
	In: Ibérica, Vol 38, Pp 151-176 (2019) (2019)
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