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Hits 1 – 10 of 10
1
The vowel matrix: enhancing literacy development through an innovative approach to teaching pronunciation
Playsted, Skye
;
Burri, Michael
In: Faculty of Arts, Social Sciences and Humanities - Papers (2021)
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2
The vowel matrix: Enhancing literacy development through an innovative approach to teaching pronunciation
Playsted, Skye
;
Burri, Michael
In: Test Series for Scopus Harvesting 2021 (2021)
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3
“Teaching Pronunciation is Always on my Mind”: A 5-year Longitudinal Study on a Japanese English Teacher’s Developing Practices and Cognition about Pronunciation
Burri, Michael
In: Faculty of Arts, Social Sciences and Humanities - Papers (2021)
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4
"I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction
Burri, Michael
;
Baker, Amanda Ann
;
Chen, Honglin
In: Faculty of Social Sciences - Papers (Archive) (2017)
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5
Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices
Baker, Amanda
;
Burri, Michael
In: Australian Journal of Teacher Education (2016)
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6
Feedback on second language pronunciation: A case study of EAP teachers' beliefs and practices
Baker, Amanda Ann
;
Burri, Michael
In: Faculty of Social Sciences - Papers (Archive) (2016)
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7
Anchoring academic vocabulary with a "hard hitting" haptic pronunciation teaching technique
Burri, Michael
;
Baker, Amanda Ann
;
Acton, William
In: Faculty of Social Sciences - Papers (2016)
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8
Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study
Burri, Michael
In: Australian Journal of Teacher Education (2015)
Abstract:
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers’ cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers’ self-perceived pronunciation improvement, an increase in their awareness of their spoken English, and native/non-native collaboration played critical roles in facilitating participants’ cognition growth. The findings also showed that cognition development is a complex process. The paper concludes with recommendations for preparing L2 teachers to teach English pronunciation in their classroom contexts.
Keyword:
Higher Education
;
language awareness
;
non-native English-speaking teachers
;
Phonetics and Phonology
;
pronunciation
;
Second language teacher education
;
teacher cognition
;
Teacher Education and Professional Development
URL:
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2735&context=ajte
https://ro.ecu.edu.au/ajte/vol40/iss10/5
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9
'My perspective changed dramatically': A case for preparing L2 instructors to teach pronunciation
Burri, Michael
In: Faculty of Social Sciences - Papers (2015)
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10
Preliminaries to haptic-integrated pronunciation instruction
Acton, William
;
Baker, Amanda Ann
;
Burri, Michael
...
In: Faculty of Social Sciences - Papers (Archive) (2013)
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