Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback
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Avizia Y. Long
Abstract
Although the role of the instructor in classroom-based L2 pronunciation development has begun to receive attention in the empirical literature (e.g., Baker, 2011a, 2011b, 2014; Baldwin & Long, 2013; Buss, 2016; Couper, 2016; A. Y. Long, 2013), the extent to which the quantity and quality of classroom-based pronunciation-related instruction and oral corrective feedback vary across instructors remains unknown. Based on Baldwin and Long’s (2013) finding that L2 Spanish instructors’ stated beliefs about pronunciation instruction and feedback differed according to graduate-level training (in literature or linguistics), the present study explored the relationship between instructor research training – operationalized as training in phonetics/phonology – and provision of pronunciation-related instruction and oral corrective feedback in the classroom. Specifically, the pronunciation-related instruction and oral corrective feedback practices of eight graduate student instructors of intermediate-level L2 Spanish were examined. All instructors were native speakers of English, and half had received training in phonetics/phonology as part of their graduate coursework. Observations of classroom lessons (over the course of an academic semester) and an analysis of pronunciation-related oral corrective feedback provided by the instructor demonstrated that pronunciation-related instruction, though limited and inconsistent, was marginally linked to instructor research training; however, research training was not related to observed feedback patterns.
Abstract
Although the role of the instructor in classroom-based L2 pronunciation development has begun to receive attention in the empirical literature (e.g., Baker, 2011a, 2011b, 2014; Baldwin & Long, 2013; Buss, 2016; Couper, 2016; A. Y. Long, 2013), the extent to which the quantity and quality of classroom-based pronunciation-related instruction and oral corrective feedback vary across instructors remains unknown. Based on Baldwin and Long’s (2013) finding that L2 Spanish instructors’ stated beliefs about pronunciation instruction and feedback differed according to graduate-level training (in literature or linguistics), the present study explored the relationship between instructor research training – operationalized as training in phonetics/phonology – and provision of pronunciation-related instruction and oral corrective feedback in the classroom. Specifically, the pronunciation-related instruction and oral corrective feedback practices of eight graduate student instructors of intermediate-level L2 Spanish were examined. All instructors were native speakers of English, and half had received training in phonetics/phonology as part of their graduate coursework. Observations of classroom lessons (over the course of an academic semester) and an analysis of pronunciation-related oral corrective feedback provided by the instructor demonstrated that pronunciation-related instruction, though limited and inconsistent, was marginally linked to instructor research training; however, research training was not related to observed feedback patterns.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
