Effective learning begins with effective teaching: Teacher cognition and L2 pronunciation instruction

Alison Roberto Gonçalves; Germán Zárate-Sández

doi:10.5007/2175-8026.2024.e102729

Autores

Alison Roberto Gonçalves Universidade Federal do Paraná https://orcid.org/0000-0003-0959-7053
Germán Zárate-Sández Western Michigan University https://orcid.org/0000-0001-6884-8305

DOI:

https://doi.org/10.5007/2175-8026.2024.e102729

Palavras-chave:

L2 pronunciation, Teacher cognition, Pronounciation instruction

Resumo

This article not only serves as the introduction to the special issue “Second language pronunciation: Learning, pedagogy, and teacher education,” but also as a space for the guest editors to reflect on the role of teacher cognition in second language pronunciation instruction. To this end, the authors conducted a comprehensive review of 14 articles on English teachers' cognition and pronunciation instruction published over the last decade. Selected articles were analyzed based on their findings, contributions, and limitations. The discussion highlights common themes and results and uses them to make recommendations for researchers, teachers, and teacher trainers.

Biografia do Autor

Alison Roberto Gonçalves, Universidade Federal do Paraná

Full Professor at the Department of Modern Foreign Languages at Universidade Federal do Paraná. Holds a PhD (2017) and a Master’s degree (2014) in Language Studies from Universidade Federal de Santa Catarina. His research focuses on second language pronunciation, applied phonetics and phonology, and teacher education.

Germán Zárate-Sández, Western Michigan University

Associate Professor of Spanish, Director of Introductory Spanish Instruction at Western Michigan University. Holds a PhD in Spanish Applied Linguistics from Georgetown University (2015), a M.S. in Spanish Linguistics from Georgetown University (2009), and a M.S. in English as a Second Language from the University of Scranton (2007). His research has been funded by the Fulbright Program, the Language Learning Journal, and the Modern Language Association.

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Continuum.

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Zárate-Sández, G. (2020). Bringing pronunciation back into the ESL/EFL classroom: Current research trends and recommendations for teachers and teacher trainers. Argentinian Journal of Applied Linguistics, 8(2), 78–94.