Article
Author: Duc Nguyen Anh Dao (Banking University)
This study investigates how the teacher affects what learners aim to achieve in learning the L2 phonology, what language model is considered more beneficial for pronunciation learning, how different the teacher’s decisions on what to teach are from learners’ needs, and what teaching techniques and activities are preferred by learners. In the quantitative stage, 157 English major students were asked to complete a survey. Then in the qualitative stage, eight of them were selected to join semi-structured interviews in which they discussed with the researcher the key findings from the survey. Results from both parts of the study show that the teacher’s guidance on setting learning goals might have hindered the students from getting greater success in learning. They also reveal that these learners consider the non-native language model undesirable and thus unbeneficial for their study. Finally, findings also indicate that it is the teachers’ lack of pedagogical knowledge about the use of teaching techniques and activities that discouraged the learners from choosing more innovative ways to study.
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How to Cite: Dao, D. (2022) “The Effects of the Teacher on L2 Pronunciation Learning: A Mixed Method Study”, Pronunciation in Second Language Learning and Teaching Proceedings. 12(1). doi: https://doi.org/10.31274/psllt.13267
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