Dissertation
From “Cinderella” to “Sleeping Beauty”: Taking Pronunciation Instruction in the CELTA Course Beyond “Listen and Repeat”
University of the Sunshine Coast, Queensland
Doctor of Philosophy, University of the Sunshine Coast, Queensland
2021
DOI:
https://doi.org/10.25907/00040
Abstract
In a world where approximately two billion people speak English (Crystal, 2008), the demand for English language teaching continues to increase. Consequently, there is a growing need for educational fields such as Teaching English to Speakers of Other Languages (TESOL) to respond to this demand by continuing to invest in the education of new and experienced teachers. It is also the goal of the profession to provide teacher educators with professional development opportunities which increase their knowledge of new methodologies for teaching TESOL and develop their educational skills for better preparing and supporting student teachers (Galaczi, Nye, Poulter, & Allen, 2018). Borg (2003) points out that mainstream educational research “has recognised the impact of teacher cognition on teachers’ professional lives, and this has generated a substantial body of research” (p.81). However, in the field of Second Language Teacher Education (SLTE), a dearth of research is particularly evident in the area of short teacher education courses for novice teachers of TESOL such as the British-administered Certificate in Teaching English to Speakers of Other Languages (CELTA). Similarly, there are few studies which have explored the preparation of pronunciation teachers in SLTE (Baker, 2011; Burri, 2016; Couper, 2016, 2017, 2019, 2020). The aim of this thesis is, therefore, to bridge the divide between theory and practice by conducting a research inquiry that combines the examination of second language (L2) teachers’ cognitions (beliefs and knowledge) and the consensus of pronunciation experts (who are also teacher educators) on appropriate andragogical recommendations for pronunciation teaching in the CELTA. The construction of an andragogy was achieved through two qualitative case studies (Study One and Two) carried out using a virtual focus group and an online Delphi, respectively. The data were obtained using semi-structured interviews and online questionnaires. Study One was an exploratory case study with five English teachers from Australia and Study Two was a case study with 12 pronunciation experts from an international specialist group, the SUPRAS. The findings demonstrated that CELTA-trained teachers, and by proxy, CELTA tutors find it hard to part with their ab initio beliefs about pronunciation teaching. The findings also showed that CELTA tutors require continuing professional development program to become familiar with research-based, learner-centred and multisensory techniques.
Details
- Title
- From “Cinderella” to “Sleeping Beauty”: Taking Pronunciation Instruction in the CELTA Course Beyond “Listen and Repeat”
- Authors
- Arizio Sweeting
- Contributors
- Michael Carey (Principal Supervisor) - University of the Sunshine Coast, Queensland, School of Education - LegacyPeter Grainger (Co-Supervisor) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - Legacy
- Awarding institution
- University of the Sunshine Coast, Queensland
- Degree awarded
- Doctor of Philosophy
- Publisher
- University of the Sunshine Coast, Queensland
- DOI
- 10.25907/00040
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab
- Language
- English
- Record Identifier
- 99511108102621
- Output Type
- Dissertation
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