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Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance

TESOL quarterly, 2016-12, Vol.50 (4), p.894-931 [Peer Reviewed Journal]

Copyright © 2016 TESOL International Association ;2016 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.272

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Title:
Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance
Author: Levis, John M. ; Sonsaat, Sinem ; Link, Stephanie ; Barriuso, Taylor Anne
Subjects: English (Second Language) ; English as a second language ; English as a second language instruction ; English language teaching ; Instructional Effectiveness ; Intelligibility ; Language Skills ; Language Teachers ; Listening ; Listening comprehension ; Native Language ; Native speakers ; non-native speakers ; Nonnative speakers ; Preferences ; Pronunciation ; Pronunciation Instruction ; Second Language Instruction ; Second Language Learning ; Second language teachers ; Speech ; teaching approaches (language) ; Teaching Methods ; teaching of language ; teaching of pronunciation
Is Part Of: TESOL quarterly, 2016-12, Vol.50 (4), p.894-931
Description: Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek & Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers' first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners' ratings of the students' comprehensibility were similar for both teachers, despite many learners' stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher
Publisher: Malden: Blackwell Publishing Ltd
Language: English
Identifier: ISSN: 0039-8322
ISSN: 1545-7249
EISSN: 1545-7249
DOI: 10.1002/tesq.272
Source: Education Resources Information Center (ERIC)
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Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance

Copyright © 2016 TESOL International Association ;2016 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.272

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