Pesquisar neste blog

sexta-feira, 17 de julho de 2020

Dissertação de Bruno Coriolano: Pronunciation teaching is not a one-size-fits-all endeavor: EFL teachers' beliefs and classroom practices

Dissertação: Pronunciation teaching is not a one-size-fits-all endeavor: EFL teachers' beliefs and classroom practices
Autor(a): Bruno Coriolano de Almeida Costa 
Curso: Inglês: Estudos Linguísticos e Literários
Instituição: Universidade Federal de Santa Catarina - UFSC
Publicação: 2016

Fonte do artigo: UFSC
Resumo:This study aims at investigating teachers’ beliefs about second language pronunciation teaching in Communicative Language Teaching contexts, as well as their classroom practices regarding pronunciation teaching. Three Brazilian English as a foreign language teachers participated in this study. They were interviewed and had their classes recorded and then analyzed. In order to accomplish the objectives of this study, this research followed a contextual approach (Barcelos, 2001), in which participants’ beliefs were investigated within a specific context. This study adopted a qualitative, interpretative paradigm. Class video recordings, interviews, Stimulated Recall Interviews, and field notes were the instruments used for data gathering. The major findings concerning EFL teachers’ beliefs of this study were that teachers consider that there may be room for pronunciation teaching in EFL classes, but some of the participants showed some degree of avoidance regarding explicit pronunciation teaching at some moments (both in the interview and the observed lessons). Participants of this study have different attitudes regarding how they approach pronunciation issues in their classes and their beliefs sometimes are not congruent with their practices. Pronunciation teaching is seen as effective when the topic to be taught is contextualized and comes from (or in response to) learners’ speech production. Most activities used were based on repetition of words (segmental features) or a list of words (listen and repeat tasks), accompanied by teachers’ feedback. Finally, all participants of this study associate EFL pronunciation teaching to segmental features (pronunciation of words).

Nenhum comentário: