Pronunciation teaching has long been overlooked in areas of research, especially those of language teacher cognition (Couper, 2017; Macdonald, 2002). In language teacher education, narrative inquiry provides a basis for expert mediation and growth in perceived areas of challenge (Johnson, 2009; Johnson & Golombek, 2002) through the lens of language teacher cognition (Baker & Murphy, 2011). Through tracking reflections of pre-service teachers who observed a pronunciation course led by an experienced English teacher, this study examines a secondary data set of narrative reflections in correspondence with an observed pronunciation course. The results are organized into themes and subthemes which highlight salient foci of the data. Through language teacher cognition, the findings highlight areas of knowledge and potential growth in pronunciation pedagogy that can be harnessed by language teacher educators for personal and professional development in language teacher education.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1033 |
| Date | 01 January 2020 |
| Creators | Diller, Madelyn |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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