Teachers’ Views on Their Professional Training and Assessment Practices: Selected Results From the English Pronunciation Teaching in Europe Survey
- Anastazija Kirkova-Naskova (University of Skopje)
- Elina Tergujeff (University of Jyväskylä)
- Dan Frost (Université de Savoie)
- Alice Henderson (Université de Savoie)
- Alexander Kautzsch (University of Regensburg)
- David Levey (University of Cádiz)
- Deirdre Murphy (Trinity College of Dublin)
- Ewa Waniek-Klimczak (University of Łódź)
Abstract
The English Pronunciation Teaching in Europe Survey (EPTiES) is a collaborative effort by a group of European researchers interested in the state of English pronunciation teaching in Europe. Given the lack of research-based information on the topic (cf. e.g. Foote et al. 2011, Macdonald 2002), ten researchers designed an extensive online survey, which attracted participants from all over Europe. The participants are EFL/ESL teachers from various teaching contexts. This paper concentrates on two parts of the survey that deal with teacher training and pronunciation assessment. Responses from seven European countries are analysed (n=630). We present findings concerning the contents of teacher training received by the respondents and their overall evaluation of it. In addition, we look into the respondents’ pronunciation assessment methods.
How to Cite:
Kirkova-Naskova, A., Tergujeff, E., Frost, D., Henderson, A., Kautzsch, A., Levey, D., Murphy, D. & Waniek-Klimczak, E., (2012) “Teachers’ Views on Their Professional Training and Assessment Practices: Selected Results From the English Pronunciation Teaching in Europe Survey”, Pronunciation in Second Language Learning and Teaching Proceedings 4(1).
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