From Language Learners to Language Teachers: Construction and Implementation of Pedagogical Competence in Pronunciation Instruction

Authors

Chin-Wen Chien, National Tsing Hua UniversityFollow

Abstract

This study explored 36 undergraduates’ knowledge construction and implementation of pedagogical competence in pronunciation instruction. These undergraduates were language learners themselves, but they were trained to become language teachers receiving pronunciation instruction in an English Pronunciation Instruction course at a university in Taiwan. Data in this study included interview, document, and videos. This study had the following major findings. First, their language competence, knowledge of phonology and pedagogy were constructed in the tertiary course through the instructor’s demonstration and their own teaching practice. Secondly, they demonstrated limited knowledge in explicitly explaining pronunciation features to their learners and designing drill practices. They still needed to acquire more knowledge of phonology and pedagogy in order to design communicative tasks for pronunciation practice. A framework on pronunciation instruction to be included in language teacher education was provided.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Chien, Chin-Wen (2019) "From Language Learners to Language Teachers: Construction and Implementation of Pedagogical Competence in Pronunciation Instruction," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 1, Article 10.
Available at: https://doi.org/10.20429/ijsotl.2019.130110