Experiences in an L2 Pronunciation Tutoring Project Using Narrative Analysis

  • Tim Kochem (Iowa State University)
  • Agata Guskaroska orcid logo (Iowa State University)
  • Tom Elliot (Iowa State University)


Through the years, we have seen the focus on second language (L2) pronunciation swinging back-and-forth much like a pendulum in the US, from extremely important to being nearly unteachable (Morley, 1991). More recently, we see the pendulum swinging towards a renewed focus on L2 pronunciation in language classrooms with an increasing number of instructors claiming to have received explicit training in the area (Foote et al., 2011). However, a dearth of information exists concerning how teacher trainees interact with this information as they are gaining it through professional development. The current study adds to this literature by tracking the experiences of two teacher trainees as they completed a tutoring project as part of a L2 pronunciation pedagogy course by using narrative inquiry. Results of the study include the role past language learning experiences play, the convergence and divergence of new and existing knowledge and experiences, and how time is perhaps the greatest factor when providing effective L2 pronunciation instruction. These results suggest that future L2 pronunciation pedagogy courses should, when possible, include ahands-on fieldwork assignment, provide plenty of materials and resources for the teacher trainees to use or adapt for use, and stress the role of assessment in L2 pronunciation.

How to Cite:

Kochem, T., Guskaroska, A. & Elliot, T., (2019) “Experiences in an L2 Pronunciation Tutoring Project Using Narrative Analysis”, Pronunciation in Second Language Learning and Teaching Proceedings 11(1).

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Published on
31 Dec 2019