Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-25T19:17:07.972Z Has data issue: false hasContentIssue false
  • English
  • Français

Engaging learners in pronunciation: Developing learner autonomy via an action research approach

Published online by Cambridge University Press:  03 May 2021

Lorna Clarke-Jones
Lorna Clarke-Jones*
Affiliation:
Sussex Centre for Language Studies, School of Media, Arts and Humanities, University of Sussex, Brighton, UK
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 54 , Issue 3 , July 2021 , pp. 434 - 437
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Atkins, L., & Wallace, S. (2012). Qualitative research in education. London, UK: SAGE Publications.CrossRefGoogle Scholar
Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136–163.CrossRefGoogle Scholar
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Oxon, UK: Routledge.Google Scholar
Cook, V. (2016). Second language learning and language teaching (5th ed.). Oxon, UK: Routledge.CrossRefGoogle Scholar
Couper, G. (2016). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843.CrossRefGoogle Scholar
Derwing, T. M., & Monro, M. J. (2005). Second language accent and pronunciation training: A research-based approach. TESOL Quarterly, 39(3), 379–397.CrossRefGoogle Scholar
Deterding, D., & Mohamad, N. R. (2017). Spelling pronunciation in English. ELT Journal, 71(1), 87–91.CrossRefGoogle Scholar
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: CUP.CrossRefGoogle Scholar
Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15.CrossRefGoogle Scholar
Ellis, R. (1997). Second language acquisition. Oxford, UK: OUP.Google Scholar
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Oxford Polytechnic.Google Scholar
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, UK: OUP.Google Scholar
Jenkins, J. (2005). Implementing an international approach to english pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543.CrossRefGoogle Scholar
Kang, O. (2015). Learners’ perceptions toward pronunciation instruction in three circles of world Englishes. TESOL Journal, 6(1), 59–80.CrossRefGoogle Scholar
Levis, J., Sonsaat, S., Link, S., & Barriuso, T. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931.CrossRefGoogle Scholar
McCrocklin, S., & Link, S. (2016). Accent, identity and a fear of loss? ESL students’ perspectives. The Canadian Modern Language Review, 72(1), 122–148.CrossRefGoogle Scholar
Qiong, H. X. (2004). Why China English should stand alongside British, American and the other ‘world Englishes’. English Today, 20(2), 26–33.CrossRefGoogle Scholar
Sky Pronunciation Software (2014). Retrieved from http://www.skysoftwarehouse.com/ (Accessed on 1 December 2018).Google Scholar
Speech Accent Archive (no date). Retrieved from http://accent.gmu.edu/ (Accessed on 11th November 2018).Google Scholar
Thomson, R., & Derwing, T. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344.CrossRefGoogle Scholar
Timmis, I. (2002). Native-speaker norms and International English: A classroom view. ELT Journal, 56(3), 240–249.CrossRefGoogle Scholar
Walker, R. (2017). Accent, accommodation and intelligibility in ELF. Modern English Teacher, 26(4), 4–7.Google Scholar
Yazan, B. (2015). Intelligibility. ELT Journal, 69(2), 202–204.CrossRefGoogle Scholar