The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece
As part of an extensive survey of the relevant literature on the place and practice of pronunciation teaching, over 50 âELTâ and âPronunciationâ handbooks were reviewed. The main ideas and arguments of all handbook writers were drawn together in the form of 11 themes which provided the basis for the research questions and the research instrument of the study reported in this thesis. The study provided a comprehensive overview of current attitudes and practice in terms of pronunciation status and role, pronunciation models and targets and pronunciation teaching techniques in one major European city,Thessaloniki, Greece. Questionnaires were completed by 327 upper intermediate and advanced EFL learners and 47 EFL teachers. Additionally, interviews were conducted with 12 EFL teachers. The study explored the extent to which ELT writersâ views agreed with EFL teachersâ views. In many cases discrepancies emerged between what the experts advised and the teachersâ perceived priorities and reported practises; possible explanations and appropriate recommendations are provided as part of this thesis. A number of factors are identified as having a different effect on the perceived status of pronunciation;
Kanellou, Vasiliki
PE English
The place and practice of pronunciation teaching in the context of the EFL classroom in Thessaloniki, Greece. As part of an extensive survey of the relevant literature on the place and practice of pronunciation teaching, over 50 âELTâ and âPronunciationâ handbooks were reviewed. The main ideas and arguments of all handbook writers were drawn together in the form of 11 themes which provided the basis for the research questions and the research instrument of the study reported in this thesis. The study provided a comprehensive overview of current attitudes and practice in terms of pronunciation status and role, pronunciation models and targets and pronunciation teaching techniques in one major European city,Thessaloniki, Greece. Questionnaires were completed by 327 upper intermediate and advanced EFL learners and 47 EFL teachers. Additionally, interviews were conducted with 12 EFL teachers. The study explored the extent to which ELT writersâ views agreed with EFL teachersâ views. In many cases discrepancies emerged between what the experts advised and the teachersâ perceived priorities and reported practises; possible explanations and appropriate recommendations are provided as part of this thesis. A number of factors are identified as having a different effect on the perceived status of pronunciation;
place practice pronunciation teach context efl_classroom greece part extensive_survey relevant_literature place practice pronunciation teaching elt pronunciation review main idea argument handbook writer draw_together form theme provide_basis question instrument study_report thesis study provide_comprehensive overview current attitude practice term pronunciation status role pronunciation model target pronunciation teach technique one_major european city greece questionnaires complete upper intermediate advance efl_learner efl_teacher additionally interview_conduct efl_teacher study_explore extent elt writer view agree efl_teacher view many_case discrepancy emerge expert advise teacher perceive priority report practises possible_explanation appropriate recommendation provide part_thesis number_factor identify different effect perceive status pronunciation