期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：4
页码：177-190
DOI：10.7575/aiac.ijalel.v.3n.4p.177
出版社：Australian International Academic Centre PTY. LTD.
摘要：This study analyzes 58 non-native pre-service elementary school English teachers’ narratives about their pronunciation learning and teaching. Two important findings emerge in this study. First, participants did not have the same attitude toward their roles as non-native English speakers regarding pronunciation learning and teaching. Second, regardless of their attitude or roles as non-native English speakers, participants claimed that when they become language teachers in the future, they will apply a variety of instructional strategies to help their potential learners in terms of pronunciation instruction. Four suggestions are provided for pronunciation training in the language teacher education programs.
其他摘要：This study analyzes 58 non-native pre-service elementary school English teachers’ narratives about their pronunciation learning and teaching. Two important findings emerge in this study. First, participants did not have the same attitude toward their roles as non-native English speakers regarding pronunciation learning and teaching. Second, regardless of their attitude or roles as non-native English speakers, participants claimed that when they become language teachers in the future, they will apply a variety of instructional strategies to help their potential learners in terms of pronunciation instruction. Four suggestions are provided for pronunciation training in the language teacher education programs.
