{"title":"越南高等教育背景下的语音教学:来自英语教师认知和课堂实践的见解","authors":"Do Minh Luan","doi":"10.46827/ejel.v7i5.4485","DOIUrl":null,"url":null,"abstract":"This study aims at investigating teachers’ cognitions and classroom practices towards pronunciation instruction in Vietnamese tertiary EFL classrooms. Participants included 76 Vietnamese EFL teachers in some universities in the Mekong Delta, Vietnam. Data were collected through a questionnaire and classroom observations. The study findings showed that the teachers highlighted the importance of pronunciation teaching with a specific focus on communicative purposes. However, the results also indicated a mismatch between the teachers’ stated cognitions about pronunciation instruction and their actual classroom practices. Therefore, this study gives recommendations for further research on exploring situational factors influencing pronunciation instruction as well as the need for teacher training.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0584/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"PRONUNCIATION INSTRUCTION IN VIETNAMESE TERTIARY SETTINGS: INSIGHTS FROM EFL TEACHERS’ COGNITIONS AND CLASSROOM PRACTICES\",\"authors\":\"Do Minh Luan\",\"doi\":\"10.46827/ejel.v7i5.4485\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aims at investigating teachers’ cognitions and classroom practices towards pronunciation instruction in Vietnamese tertiary EFL classrooms. Participants included 76 Vietnamese EFL teachers in some universities in the Mekong Delta, Vietnam. Data were collected through a questionnaire and classroom observations. The study findings showed that the teachers highlighted the importance of pronunciation teaching with a specific focus on communicative purposes. However, the results also indicated a mismatch between the teachers’ stated cognitions about pronunciation instruction and their actual classroom practices. Therefore, this study gives recommendations for further research on exploring situational factors influencing pronunciation instruction as well as the need for teacher training.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\\\"/-counters-/edu_01/0584/a.php\\\" alt=\\\"Hit counter\\\" /></p>\",\"PeriodicalId\":226132,\"journal\":{\"name\":\"European Journal of English Language Teaching\",\"volume\":\"15 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of English Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46827/ejel.v7i5.4485\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of English Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/ejel.v7i5.4485","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
PRONUNCIATION INSTRUCTION IN VIETNAMESE TERTIARY SETTINGS: INSIGHTS FROM EFL TEACHERS’ COGNITIONS AND CLASSROOM PRACTICES
This study aims at investigating teachers’ cognitions and classroom practices towards pronunciation instruction in Vietnamese tertiary EFL classrooms. Participants included 76 Vietnamese EFL teachers in some universities in the Mekong Delta, Vietnam. Data were collected through a questionnaire and classroom observations. The study findings showed that the teachers highlighted the importance of pronunciation teaching with a specific focus on communicative purposes. However, the results also indicated a mismatch between the teachers’ stated cognitions about pronunciation instruction and their actual classroom practices. Therefore, this study gives recommendations for further research on exploring situational factors influencing pronunciation instruction as well as the need for teacher training.
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