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
Author(s): John Hodgetts
Series: Second Language Learning and Teaching
Edition: 1
Publisher: Springer
Year: 2020
Language: English
Pages: 267
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
5.2.1 Syllabus Content: Seminars
5.2.2 Syllabus Content: Presentations
5.2.3 Syllabus Content: Listening at University
5.2.4 Syllabus Content: Supplementary Listening Materials
5.2.5 The Associate Lecturer Supplement and the Student Handbook
5.2.6 Course Documents: The Seminar Marksheet
5.2.7 Course Documents: Seminar Guidelines and Standardization Document
5.3 Action Research Results
5.3.1 Notes Taken During Participant Observation: The Induction
5.3.2 The CPD Session
5.3.3 Action Research: A Summary of Observations of My Own Experiences
5.3.4 Other Observations not Directly Involving Instruction
5.4 Results: Observations and Teacher Self-completion Checklist Data
5.4.1 Mark and Myself: Video Recording on 01/08/2018
5.4.2 Other Points of Interest
5.4.3 Bruce and Olivia: Video Recording on 25/07/2018
5.4.4 Other Points of Interest
5.4.5 Checklist Data
5.5 Teacher Participants’ Assessment of Student Pronunciation
5.5.1 The Scores Given
5.5.2 Follow-up Interviews
5.6 Semi-structured Interview with the Course Leader
5.6.1 Goals of Instruction, Segmentals and Suprasegmentals, Teacher Guidance, and Materials
5.6.2 The Course Leader’s View of Assessment Goals
5.6.3 Short Follow-up Interview
5.7 Teacher Interviews
5.7.1 Teacher Training and Early Experiences
5.7.2 Confidence and Guidance
5.7.3 What Are the Teachers’ Goals, Attitudes, and Beliefs on the Pre-sessional?
5.7.4 Assessment Goals
5.7.5 Other Factors Concerning Pronunciation Assessment
5.7.6 Opinions on the Syllabus
5.7.7 Error Correction Feedback
5.7.8 Comments on Declared Practice and Priorities of Instruction: Teacher Priorities
5.7.9 More General Suggestions for Course Improvement
5.8 Teacher Questionnaires
5.8.1 Biographical Data
5.8.2 Teacher Attitudes and Beliefs
5.8.3 The Most Important Aspects of Pronunciation and Difficulties Encountered
5.9 Learner Questionnaires
5.9.1 Biographical Data
5.9.2 Confidence, Motivation, Error Correction, Accent Preference, Assessment of Instruction Received, and Independent Learning
5.9.3 Frequency of Instruction
5.9.4 Most Helpful Activity for Improving Pronunciation According to Learners
5.10 Analysis
5.10.1 Research Question 1: What Are the Course Goals in Terms of Suprasegmental Pronunciation Instruction and Intelligibility-Based Instruction?
5.10.2 Research Question 2: Does Assessment Reflect the Course Pronunciation Goals?
5.10.3 Research Question 3: To What Extent Are These Goals Reflected by Teacher Instruction, Attitudes, and Beliefs?
5.10.4 Research Question 4: What Are the Learners’ Attitudes Towards Pronunciation Instruction?
5.11 Discussion
5.11.1 The Course Goals
5.11.2 The Syllabus
5.11.3 The Course Leader’s View
5.11.4 Possible Problems with Assessment
5.11.5 The Lack of Positive Washback in Pronunciation Assessment
5.11.6 Guidance on How the Materials Can Be Used
5.11.7 A Lack of Support from Listening Materials
5.11.8 Conclusions from Actual Practice
5.11.9 Error Correction
References
6 Conclusion and Recommendations for Future Practice
6.1 Conclusion
6.2 Recommendations for Pronunciation Instruction on Future Pre-sessional EAP Courses
References
Appendix A Seminar Marksheet
Appendix B Oral Criteria Seminars Guidelines: Pronunciation and Interactive Communication
Appendix C Notes Taken from Induction and Staff Meetings Throughout the Course
Appendix D Action Research: Some Examples of Notes Taken Regarding My Own Teaching
Appendix E Self Completion Teacher Checklist
Appendix F Interview Guide: Course Leader
Appendix G Interview Guide: Teachers
Appendix H Learner Questionnaire: Student Attitudes and Experiences
Appendix I Teacher Questionnaire: Teaching Pronunciation—Attitudes and Experiences
Appendix J Course Leader Consent Form
Appendix K Consent Form for Teacher Participants
Appendix L Consent Form for Adult Students
Appendix M Simplified Marksheet for Learners (Week 1: Seminars)
Appendix N Presentation Criteria Key Features (Steve Jobs)
Appendix O Teacher Feedback Sheet for Student Presentations
