Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation
سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 145
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شناسه ملی سند علمی:
JR_ELT-11-23_008
تاریخ نمایه سازی: 10 دی 1401
چکیده مقاله:
One essential yet often-ignored factor in pronunciation teaching is learners’ beliefs towards teaching and learning of pronunciation. Awareness of this factor can help both learners and teachers achieve their language learning and teaching objectives. The current study investigated ۱۹۵ Iranian EFL learners’ beliefs and perceptions about various aspects of pronunciation teaching and learning. The learners answered a ۳۰-item Likert-scale online questionnaire which inquired about their views regarding the overall importance of pronunciation instruction, the type of syllabus, the design of classes devoted to pronunciation, the introduction of pronunciation features, the ways of practicing these features, and the role of error correction. To enhance the findings from the questionnaire, the researchers interviewed a subsample of the participants about various pronunciation dimensions specified in the questionnaire. Results revealed that the majority of the participants believed teaching and learning pronunciation was of paramount importance in EFL contexts as it helped them achieve their communicative goals more effectively. The learners also largely preferred a structural over a task-based syllabus for pronunciation instruction but differed regarding whether pronunciation features should be taught in isolation or in communicative contexts, and whether correction of their pronunciation errors should be done by the teacher or peers. Findings of this study can inform the mainstream pronunciation teaching and learning practices and materials designs.
کلیدواژه ها:
نویسندگان
موسی نوشی
Assistant Professor in TEFL, Shahid Beheshti University (Corresponding author)
رویا جعفری
M.A. Graduate in TEFL, Faculty of Letters and Humanities, Shahid Beheshti University
زهرا گل سرخی
Ph. D. Candidate in TEFL, Alzahra University
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