TY - JOUR
T1 - EFL teachers’ cognitions about pronunciation in Cyprus
AU - Georgiou, Georgios P.
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019/7/3
Y1 - 2019/7/3
N2 - Neglecting pronunciation in the instruction of foreign languages is quite common both worldwide [Derwing, T. M., and M. J. Murno, 2005. “Second Language Accent and Pronunciation Teaching: A Research-Based Approach.” TESOL Quarterly 39 (3): 379–397] and in Greek-Cypriot classrooms [Kyprianou, M. 2015. “Teaching and Learning English Pronunciation in Cyprus: Survey, Analysis and Challenges.” PhD diss., University of Cyprus]. The present study aims to investigate cognitions, challenges and practices of various age groups of English as a Foreign Language (EFL) teachers in Cyprus in relation to the teaching of pronunciation in an effort to interpret the low interest that pronunciation receives into classroom. To this purpose, 98 Greek-Cypriot EFL teachers were divided into three groups according to their age and they were called to complete an online survey. The results indicated that the older age groups reported different cognitions in relation to the youngest group; e.g. they believed that other teaching aspects are more important than pronunciation. Also, the three groups faced many similar challenges in the teaching of pronunciation such as limited time and lack of training, and they were using pronunciation practices almost in the same extent. Implications are drawn regarding the development of a stronger EFL pronunciation teaching in the Greek-Cypriot public schools.
AB - Neglecting pronunciation in the instruction of foreign languages is quite common both worldwide [Derwing, T. M., and M. J. Murno, 2005. “Second Language Accent and Pronunciation Teaching: A Research-Based Approach.” TESOL Quarterly 39 (3): 379–397] and in Greek-Cypriot classrooms [Kyprianou, M. 2015. “Teaching and Learning English Pronunciation in Cyprus: Survey, Analysis and Challenges.” PhD diss., University of Cyprus]. The present study aims to investigate cognitions, challenges and practices of various age groups of English as a Foreign Language (EFL) teachers in Cyprus in relation to the teaching of pronunciation in an effort to interpret the low interest that pronunciation receives into classroom. To this purpose, 98 Greek-Cypriot EFL teachers were divided into three groups according to their age and they were called to complete an online survey. The results indicated that the older age groups reported different cognitions in relation to the youngest group; e.g. they believed that other teaching aspects are more important than pronunciation. Also, the three groups faced many similar challenges in the teaching of pronunciation such as limited time and lack of training, and they were using pronunciation practices almost in the same extent. Implications are drawn regarding the development of a stronger EFL pronunciation teaching in the Greek-Cypriot public schools.
KW - challenges
KW - cognitions
KW - English as a Foreign Language
KW - practices
KW - Pronunciation
UR - http://www.scopus.com/inward/record.url?scp=85056151857&partnerID=8YFLogxK
U2 - 10.1080/01434632.2018.1539090
DO - 10.1080/01434632.2018.1539090
M3 - Article
AN - SCOPUS:85056151857
SN - 0143-4632
VL - 40
SP - 538
EP - 550
JO - Journal of Multilingual and Multicultural Development
JF - Journal of Multilingual and Multicultural Development
IS - 6
ER -