Speakers
Description
This study examines how explicitly pronunciation is taught in English Language Institute courses at Kanda University of International Studies in Japan, and why instructors choose to include or exclude it. Drawing on teacher data, it analyzes instructional frequency, methods, and influencing factors such as beliefs, curriculum constraints, learner needs, and training, aiming to inform teacher development and future curriculum improvement. Participants are encouraged to share their own experiences with similar approaches.
Keywords
Pronunciation, Teacher beliefs, University education
Short summary
This study examines how explicitly pronunciation is taught in English Language Institute courses at Kanda University of International Studies in Japan, and why instructors choose to include or exclude it. Drawing on teacher data, it analyzes instructional frequency, methods, and influencing factors such as beliefs, curriculum constraints, learner needs, and training, aiming to inform teacher development and future curriculum improvement. Participants are encouraged to share their own experiences with similar approaches.
Abstract
Pronunciation instruction plays a critical role in the development of spoken intelligibility in second language learning (Levis, 2021). Research reports that students have also expressed a desire for more explicit pronunciation instruction in their English studies (Burri, 2023). However, explicit inclusion of pronunciation in English language teaching varies widely across instructional contexts and individual educators alike (Mahmood et al., 2024). This study investigates the extent to which explicit pronunciation instruction is currently integrated into English language courses at the English Language Institute (ELI) at Kanda University of International Studies (KUIS) in Japan. In addition, it explores the pedagogical reasoning that underlies instructors’ decisions to include or exclude explicit pronunciation instruction in their classroom practices. Using data collected from ELI teachers at KUIS, the study examines how frequently and in what ways pronunciation is taught explicitly. It continues by investigating factors that influence instructional choices, such as beliefs about both implicit and explicit pronunciation teaching, curriculum constraints, learner needs, and professional training. The findings aim to inform teacher development and encourage collaborative reflection on pronunciation instruction as a means of strengthening language competencies through future curriculum development and teacher training initiatives. Participants are encouraged to share their own experiences with similar approaches.
References
Burri, M. (2023). Comparing L2 teachers’ practices with learners’ perceptions of English pronunciation teaching. Profile: Issues in Teachers’ Professional Development, 25(1), 129–145. https://doi.org/10.15446/profile.v25n1.101156
Levis, J. M. (2020). Conversations with experts – In conversation with John Levis, Editor of Journal of Second Language Pronunciation. RELC Journal, 52(1), 206–219. https://doi.org/10.1177/0033688220939221 (Original work published 2021)
Mahmood, R. Q. (2024). Teaching pronunciation in EFL classes: An investigative study among Kurdish EFL teachers. MEXTESOL Journal, 48(4), n4. https://doi.org/10.61871/mj.v48n4-3
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Teaching Pronunciation in Higher Education: Perceptions from KUIS Teachers |