國立虎尾科技大學 |

Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course : = A Quasi-Experimental Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course :/
Reminder of title:	A Quasi-Experimental Study.
Author:	Kochem, Timothy.
Description:	1 online resource (192 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9798819396292

Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course : = A Quasi-Experimental Study.
Kochem, Timothy.

Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course :A Quasi-Experimental Study. - 1 online resource (192 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Iowa State University, 2022.

Includes bibliographical references

Many specialists have put out a call to action for more specialized training in L2 pronunciation pedagogy, as many language educators are ill-equipped to meet the instructional demands that pronunciation teaching requires (Foote et al., 2011; Henderson et al., 2015; Murphy, 2014, 2017). While language teacher professional development has started to receive attention in the field of L2 pronunciation (e.g., Burri, 2016; Buss, 2017), this conversation has not made much headway into online domains. That is, would language teacher trainees 'walk' out of an online pronunciation pedagogy course with the knowledge, skills, and abilities need to teach pronunciation to their learners?To address this gap, this study investigated the development of second language teacher cognitions throughout four separate versions of an eight-week online L2 pronunciation pedagogy course using different modes of instructional delivery (i.e., PowerPoint and vignettes). In particular, this study sought to (1) track the overall development of teacher cognitions throughout the course, (2) assess which delivery of instruction led to the most significant results, if any, and (3) track the overall efficacy of the online medium in terms of professional development in English pronunciation pedagogy. To answer the first two research questions, data collected from a knowledge questionnaire, beliefs survey, weekly narrative frames, and selected interviews were used. To answer the third research question, data collected from the beliefs survey, weekly narrative frames, and selected interviews were used.Findings showed that the participants' knowledge of English pronunciation pedagogy significantly increased, particularly in their knowledge of phonological processes and practical teaching applications. However, one dimension tested in the study (i.e., analyzing and categorizing learner errors) did not improve significantly, which suggests this knowledge base may require a more hands-on approach with experiential learning. Survey data showed that there was minimal change (only 2 of 25 beliefs showed significant change) in the participants' perceptions and beliefs about language teaching and pronunciation pedagogy. This may be due in part to the participants' experiences with language teaching, and that their beliefs had already been formed before the course started. Of particular interest was the analysis of the different sections that received various delivery of instruction. The results of a three-way ANOVA showed that course section was not significant in terms of their scores on the knowledge questionnaire. This indicates that, regardless of delivery of instruction method, participants were able to gain the knowledge delivered throughout the course. However, this study only looked at the participants' declarative knowledge (e.g., definitions) and not their procedural knowledge (e.g., actual ability to teach pronunciation).This study showed that the current professional development opportunity in English pronunciation pedagogy was overall effective, though there remains future work of improving the course based on questionnaire scores and participant feedback. Analyzing and categorizing learner errors is one problem area that future iterations of the course need to address with a more hands-on approach. Additionally, participants mentioned struggling with assessing learner progress and incorporating technology into their teaching practices-two areas that were not addressed in the current iteration. However, for pronunciation teaching, the current professional development opportunity was not only seen as desirable by language professionals across the globe, but it was also able to improve their knowledge about pronunciation terminology and teaching practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798819396292Subjects--Topical Terms:

557829
Linguistics.
Subjects--Index Terms:

L2 pronunciation pedagogyIndex Terms--Genre/Form:

554714
Electronic books.

Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course : = A Quasi-Experimental Study.
LDR:05167ntm a22003737 4500 001 1142418
005 20240422070827.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798819396292
035 $a (MiAaPQ)AAI29161285
035 $a AAI29161285
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kochem, Timothy. $3 1466733
245 1 0 $a Second Language Teacher Cognition Development in an Online L2 Pronunciation Pedagogy Course : $b A Quasi-Experimental Study.
264 0 $c 2022
300 $a 1 online resource (192 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Levis, John M.
502 $a Thesis (Ph.D.)--Iowa State University, 2022.
504 $a Includes bibliographical references
520 $a Many specialists have put out a call to action for more specialized training in L2 pronunciation pedagogy, as many language educators are ill-equipped to meet the instructional demands that pronunciation teaching requires (Foote et al., 2011; Henderson et al., 2015; Murphy, 2014, 2017). While language teacher professional development has started to receive attention in the field of L2 pronunciation (e.g., Burri, 2016; Buss, 2017), this conversation has not made much headway into online domains. That is, would language teacher trainees 'walk' out of an online pronunciation pedagogy course with the knowledge, skills, and abilities need to teach pronunciation to their learners?To address this gap, this study investigated the development of second language teacher cognitions throughout four separate versions of an eight-week online L2 pronunciation pedagogy course using different modes of instructional delivery (i.e., PowerPoint and vignettes). In particular, this study sought to (1) track the overall development of teacher cognitions throughout the course, (2) assess which delivery of instruction led to the most significant results, if any, and (3) track the overall efficacy of the online medium in terms of professional development in English pronunciation pedagogy. To answer the first two research questions, data collected from a knowledge questionnaire, beliefs survey, weekly narrative frames, and selected interviews were used. To answer the third research question, data collected from the beliefs survey, weekly narrative frames, and selected interviews were used.Findings showed that the participants' knowledge of English pronunciation pedagogy significantly increased, particularly in their knowledge of phonological processes and practical teaching applications. However, one dimension tested in the study (i.e., analyzing and categorizing learner errors) did not improve significantly, which suggests this knowledge base may require a more hands-on approach with experiential learning. Survey data showed that there was minimal change (only 2 of 25 beliefs showed significant change) in the participants' perceptions and beliefs about language teaching and pronunciation pedagogy. This may be due in part to the participants' experiences with language teaching, and that their beliefs had already been formed before the course started. Of particular interest was the analysis of the different sections that received various delivery of instruction. The results of a three-way ANOVA showed that course section was not significant in terms of their scores on the knowledge questionnaire. This indicates that, regardless of delivery of instruction method, participants were able to gain the knowledge delivered throughout the course. However, this study only looked at the participants' declarative knowledge (e.g., definitions) and not their procedural knowledge (e.g., actual ability to teach pronunciation).This study showed that the current professional development opportunity in English pronunciation pedagogy was overall effective, though there remains future work of improving the course based on questionnaire scores and participant feedback. Analyzing and categorizing learner errors is one problem area that future iterations of the course need to address with a more hands-on approach. Additionally, participants mentioned struggling with assessing learner progress and incorporating technology into their teaching practices-two areas that were not addressed in the current iteration. However, for pronunciation teaching, the current professional development opportunity was not only seen as desirable by language professionals across the globe, but it was also able to improve their knowledge about pronunciation terminology and teaching practices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a Pedagogy. $3 1148703
650 4 $a Bilingual education. $3 1148431
653 $a L2 pronunciation pedagogy
653 $a Online language teacher education
653 $a Teacher cognition
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0456
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Iowa State University. $b English. $3 1179946
773 0 $t Dissertations Abstracts International $g 83-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29161285 $z click for full text (PQDT)