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Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
From the words in bold in the following text, choose the one which functions as a verb in the context.
The aim of the research was to examine important components of foreign language pronunciation instruction. The data consisted of 45video-recorded (1)lessons in French-as-a-foreign-language inselected (2)secondary schools in Norway andsemistructured (3)interviews conducted with the same teachers whose instruction was previouslyvideo-recorded (4). Results indicate too littlededicated (5)time for pronunciation practice; and a need for more training in and knowledge of phonetics and pronunciation pedagogy.
The aim of the research was to examine important components of foreign language pronunciation instruction. The data consisted of 45video-recorded (1)lessons in French-as-a-foreign-language inselected (2)secondary schools in Norway andsemistructured (3)interviews conducted with the same teachers whose instruction was previouslyvideo-recorded (4). Results indicate too littlededicated (5)time for pronunciation practice; and a need for more training in and knowledge of phonetics and pronunciation pedagogy.