Perceptions and attitudes towards the teaching of English pronunciation in efl teacher training programmes in Chile

Rodríguez Escobar, Claudia

dc.creator	Rodríguez Escobar, Claudia
dc.date	2023-03-14
dc.date.accessioned	2023-03-31T13:24:10Z
dc.date.available	2023-03-31T13:24:10Z
dc.identifier	https://lenguasmodernas.uchile.cl/index.php/LM/article/view/69993
dc.identifier.uri	https://revistaschilenas.uchile.cl/handle/2250/224484
dc.description	English teachers are usually asked which one is better whether British or American English. There seems to be a perceived idea that only those two varieties are representative of the English language given that they are traditionally the ones taught in schools and university programmes in Latin America. The purpose of this qualitative case study is to know and understand the attitudes and perceptions a group of 12 EFL university teachers from Chile have towards British and American dialects as models for teaching pronunciation. It also focuses on the perception and beliefs they have about including other less popular English dialects in their teaching practice, and the instructional approach used when teaching pronunciation in a remote classroom as a consequence of the COVID-19 pandemic. Results show that even though world Englishes are considered an important element to bear in mind, there is still a strong tendency to remain in the lane of British vs American English. The study also reveals that relying on technology as a forced methodology during the pandemic has had a positive impact as it has helped enhancing students’ autonomy and metacognition	en-US
dc.description	English teachers are usually asked which one is better whether British or American English. There seems to be a perceived idea that only those two varieties are representative of the English language given that they are traditionally the ones taught in schools and university programmes in Latin America. The purpose of this qualitative case study is to know and understand the attitudes and perceptions a group of 12 EFL university teachers from Chile have towards British and American dialects as models for teaching pronunciation. It also focuses on the perception and beliefs they have about including other less popular English dialects in their teaching practice, and the instructional approach used when teaching pronunciation in a remote classroom as a consequence of the COVID-19 pandemic. Results show that even though world Englishes are considered an important element to bear in mind, there is still a strong tendency to remain in the lane of British vs American English. The study also reveals that relying on technology as a forced methodology during the pandemic has had a positive impact as it has helped enhancing students’ autonomy and metacognition.	es-ES
dc.format	application/pdf
dc.language	spa
dc.publisher	Universidad de Chile. Facultad de Filosofía y Humanidades	es-ES
dc.relation	https://lenguasmodernas.uchile.cl/index.php/LM/article/view/69993/72512
dc.rights	Derechos de autor 2023 Lenguas Modernas	es-ES
dc.source	Lenguas Modernas; Núm. 60 (2022): Segundo semestre; pp. 117-133	es-ES
dc.source	0719-5443
dc.source	0716-0542
dc.subject	English pronunciation	es-ES
dc.subject	Teaching strategies	es-ES
dc.subject	EFL teachers’ perceptions	es-ES
dc.subject	Learner autonomy	es-ES
dc.subject	Learner metacognition	es-ES
dc.subject	English pronunciation	en-US
dc.subject	Teaching strategies	en-US
dc.subject	EFL teachers’ perceptions	en-US
dc.subject	Learner autonomy	en-US
dc.subject	Learner metacognition	en-US
dc.title	Perceptions and attitudes towards the teaching of English pronunciation in efl teacher training programmes in Chile	en-US
dc.title	Perceptions and attitudes towards the teaching of English pronunciation in efl teacher training programmes in Chile	es-ES
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion

This item appears in the following Collection(s)

Lenguas Modernas
[0-9]{4}

Show simple item record