Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features-Reference-Cited by-同舟云学术

Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features

Published:2024-02-02 Issue:1 Volume:26 Page:81-96
ISSN:2256-5760
Container-title:Profile: Issues in Teachers' Professional Development
language:
Short-container-title:Profile: Issues Teach. Prof. Dev.

Author:

Abad-Célleri Mónica^ORCID,Argudo-Serrano Juanita^ORCID,Fajardo-Dack Tammy^ORCID,Cabrera Patricio^ORCID

Abstract

This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman’s correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.

Publisher

Universidad Nacional de Colombia

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