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Kanellou, Vasiliki
Languages: English
Types: Doctoral thesis
Subjects: PE
As part of an extensive survey of the relevant literature on the place and practice of pronunciation teaching, over 50 ‘ELT’ and ‘Pronunciation’ handbooks were\ud 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\ud research instrument of the study reported in this thesis.\ud \ud 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,\ud 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 writers’ views agreed with EFL teachers’ views. In many cases discrepancies emerged between what the experts\ud advised and the teachers’ perceived priorities and reported practises; possible explanations and appropriate recommendations are provided as part of this thesis.\ud \ud A number of factors are identified as having a different effect on the perceived status of pronunciation; learners’ age, level of English, language learning purpose, language context and L1. This thesis is an attempt to seek to establish a rightful place for pronunciation in TEFL.\ud \ud In terms of pronunciation models, there was an overwhelming preference for RP and GA by the teachers and learners of this study. Nevertheless, the teachers would be largely content with accented international intelligibility whereas many learners would aspire to native-like pronunciation (NLP). It is recommended that teachers should help those learners who wish to achieve NLP to do so and that an\ud updated version of RP or GA is the most appropriate pronunciation model for the teachers to adopt and the learners to follow in the context of TEFL in Greece.
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    • 1.0 Introduction 11
    • 1.1 The Place & Role of Pronunciation in Second & Foreign Language Teaching
    • and Research 21 1.1.1 The Rise & Fall of Pronunciation: a Historical Review 21 1.1.2 The Changing Status of Pronunciation: Focus on the Learner 38
    • 1.2 The Place & Practice of Pronunciation Teaching in Manuals &
    • Handbooks 52 1.2.1 A Review of 'English Language Teaching' & 'Applied Linguistics' Manuals & Handbooks 52 1.2.2 A Review of 'English Language Teaching Pronunciation' Manuals & Handbooks 69
    • 1.3 Research Aim & Research Questions 84 1.3.1 The Research Aim 84 1.3.2 The Research Questions 85 3.2.1 Questionnaire Content 3.2.2 Questionnaire Questions 3.2.3 Questionnaire Design 3.2.4 Learners' Questionnaire 3.2.5 Questionnaire Piloting
    • 3.3 Procedure 3.3.1 Final Pilot 3.3.2 Main Study
    • 3.4 Interviews 3.4.1 Type of Interview 3.4.2 Participants 3.4.3 Research Instrument 3.4.4 Procedure
    • 4.0 Introduction 208
    • 4.1 Methods of Analysis 209
    • 4.2 Independent Variables 213
    • 4.3 Results for Research Question 1 (RQ1) 220 4.3.1 Teachers' & Learners' Questionnaires: RQ1a 221 4.3.2 Learners versus Teachers: RQ1a 254 4.3.3 Teachers' Questionnaires: RQ1b 256 4.3.4 Learners' Questionnaires: RQ1b 257 4.3.5 Re-cap of Main Findings for RQ1 258
    • 4.4 Results for Research Question 2 (RQ2) 260 4.4.1 Teachers' & Learners' Questionnaires: RQ2a 261 4.4.2 Learners versus Teachers: RQ2a 269 4.4.3 Qualitative Data Results for RQ2a 272 4.4.3.1 Main Categorisation for Teachers' & Learners' Answers 4.4.3.2 Supplementary Categorisation for Teachers' & Learners' Answers 4.4.4 Teachers' Questionnaires: RQ2b 288 4.4.5 Learners' Questionnaires: RQ2b 289
    • 5.0 Introduction 312
    • 5.1 Discussion for Research Question 1 313 5.1.1 Pronunciation Status in Teaching & Learning Speaking 313 5.1.2 Pronunciation Role in Teaching & Learning Speaking 322 5.1.3 Pronunciation Status in Teaching & Learning Listening 330 5.1.4 Pronunciation Status & Role: Teachers' & Learners' Views 333 5.1.5 Perceived Importance of & Frequency of Exposure to Various Accents of English 341 5.1.6 Segmental and Suprasegmental Features of Pronunciation 350
    • 5.2 Discussion for Research Question 2 359 5.2.1 Pronunciation Models 359 5.2.2 Pronunciation Performance Targets 367
    • 5.3 Discussion for Research Question 3 396 5.3.1 Pronunciation Teaching Methods 396
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