Presentation

Teacher training in L2 pronunciation pedagogy: Effects of a short generic course

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Abstract

This paper introduces a study on a teacher training course with a focus on how to teach and assess second language (L2) oral skills. The course had an emphasis on pronunciation, and it was developed in response to research that demonstrates a lack of teacher training in L2 pronunciation pedagogy. To evaluate the effects of the course, the participants (N = 29) were surveyed before and after the course. In the present paper, we focus on two areas of the survey: how the participants’ (a) knowledge of pronunciation teaching techniques and (b) self-efficacy developed during the course. The results reveal promising developments suggesting that even a short, generic course on L2 oral skills pedagogy can be especially influential on teacher students’ self-efficacy regarding the goal and focus of pronunciation teaching, teaching oral skills with varied techniques, and assessing oral skills.

Keywords: teacher training, second language, pronunciation, teacher beliefs, teacher knowledge, pre-service teachers

How to Cite:

Vasu, E., Heinonen, H., & Kautonen, M. (2026). Teacher training in L2 pronunciation pedagogy: Effects of a short generic course. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–10). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.22107