LIBRO 5.pdf
-
Upload
andalayen-salazar -
Category
Documents
-
view
245 -
download
0
Transcript of LIBRO 5.pdf
-
[Type text]
ELT Voices India Volume 3 Issue 2 | April 2013
ISSN 2230-9136
Ignite (India) Publishing, Bhavnagar, Gujarat India
www.eltvoices.in
ELT Research Paper 5
EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-Learning Process and Its Effects on Learners Motivation
Gholamreza Abbasian, Ph.D. Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran Aadel Bahmanie, M.A. Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
62 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
Abstract
The current study was conducted to investigate the relationship between EFL teachers
and learners reflection on pronunciation factor in teaching-learning process and
learners motivation. To fulfil the purpose of the study, 30 EFL instructors answered a
pronunciation knowledge and awareness questionnaire, and 70 lower-intermediate EFL
learners responded to a pronunciation knowledge and awareness questionnaire and
Gardners Motivation Inventory. Using chi-square, the analysis of the data showed that
EFL teachers pronunciation was significantly reflected upon by both EFL teachers and
learners, though EFL teachers pronunciation reflection did not have any statistically
significant effects on EFL learners language learning motivation. However, the
material analysis and qualitative interaction analyses revealed that, pedagogically, the
teachers should care about their pronunciation while teaching. Both EFL teachers and
learners may avail from the findings of this study.
Key words: Reflective teaching, pronunciation reflection, motivation
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
63 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
1. Introduction
For a long time, as a learning tool, reflection has been crucially necessary for effective
decision making in environments in which there are ambiguous problems and unique
elements with approximately no solutions (Pee et al., 2000). As far as curriculum and
education are concerned, students reflective thinking has been advocated by many
researchers (Hay, Peltier, & Drago 2004; Kember & Leung 2005). However, research on
reflection has mostly fallen at conceptual level rather than empirical one. This partially stems
from the lack of any consistent theory on reflection. In addition, the majority of reflective
studies has been qualitative in nature (Cope 2003; Dempsey, Halton, & Murphy, 2001) or
applied instruments with low reliability scores and/or that resulted in unacceptable validity
(Kember, Biggs, & Leung 2004). Therefore, this study is an attempt to explore learners and
teachers knowledge and their deliberation in monitoring it in the process of teaching and
learning.
2. Review of the Related Literature
Reflection can also be discussed from the view point of second language teaching. Richards
and Lockhart (1994) define reflective second language teaching as an approach in which
instructors collect data about teaching , examine their attitudes, beliefs, assumptions, and
teaching practices, and use the information obtained as a basis for critical reflection (p.1,
cited in Celce-Murcia, 2001, p. 500) about their efforts in language courses. Demonstrating
the importance of reflection in material design, Philip Shigeo Brown (2007) introduces the
content of Birmingham MA TEFL/TESL course at the core of which reflection tasks can be
seen.
Reflective practices have also been valued in the realms of speech production and perception.
Rutherford (1987) believes that speakers completing self-evaluation forms on the basis of
listeners reflection on the delivery of the speech helps to fortify awareness or consciousness-
raising. Teaching and learning pronunciation too need teachers with reflective habits.
Kenworthy (1987) considers providing feedback as a role of an EFL pronunciation teacher.
Yule, Hoffman, and Damico (1987) assume that self-monitoring skills have effects on
pronunciation perception. Morley (1994) considers speech monitoring, important goals for
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
64 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
pronunciation instruction. Pennington (1992) also believes that reflective practice motivates
second language learners. However, Nunan (1993) contends that learner motivation doesnt
seem to be the biggest concern of EFL teachers.
Oxford (1990) considers motivation among affective factors which has a great role in
language learning success or failure. What follows casts light on the link between motivation,
care, and pronunciation learning. Kenworthy (1987) believes that the affecting factors in
learning pronunciation are the native language, the age factor, the amount of exposure,
phonetic ability, attitude and identity, motivation and concern for good pronunciation.
Niederhauser also discusses that Korean attitudes toward foreign languages and cultures also
influence student motivation (1997, p. 7).The role of motivation in improving language
proficiency has been examined in early SLA research; native-like pronunciation has also been
among the elements of language proficiency in much of that research (Gardner & Lambert,
1972).
It is believed when an eager FL student faces an FL teacher having a great command on
pronunciation and speaking skills different from the others; she may be encouraged to speak
like him because it sounds appealing. So, stemming from implanted learning motivation,
there might be more student preparation for a class like that, and learning would be facilitated
indirectly by teachers correct pronunciation. That can be among the direct and/or indirect
benefits of pronunciation reflection in teaching-learning process. Of course, other features of
a good English language teacher, such as the ability to transfer the knowledge, should not be
ignored.
Some researchers (e.g. Derwing & Munro, 2005) believe that pronunciation teaching has
been marginalized. Vitanova and Miller (2002) contend that the learner is ignored in the
related literature. However, correlation between motivation and pronunciation training is
what researchers have come to (Vitanova & Miller, 2002). Some years later, Moyer (2004)
came to another conclusion: a few highly motivated adult L2 learners achieve native-like
speech patterns. Leather assumes that motivation causes L2 speech development. Suter
(1976), Purcell and Suter (1980) contend that motivation affects pronunciation, but this effect
has been considered a little. And finally, Oller and Ziahosseiny (1970) conclude that Farsi
EFL learners pay more attention to the factors of learning motivation. Many (e.g. Derwing,
Munro, & Wiebe, 1998) discuss that teaching pronunciation results in improvement of
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
65 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
foreign language production. But Suter (1976), Purcell and Suter (1980) assume that a little
relationship has been found between classroom pronunciation instruction and pronuncial
proficiency. They add that reaching accurate second language pronunciation is not within the
control of educators. They conclude that there is no strong correlation between identifying
accents and the amount of time allocated to studying English.
Seidlhofer (2001) believes that a basic knowledge in pronunciation, after comprehending it is
a valuable and powerful resource. When EFL learners say tree instead of three, they
should not expect the native listener to get what they have wanted to produce at the first step
because the addressee does not live on their mind. However, the degree of importance of
phonological appropriation is a challenge in the domain of TEFL. Communication might be
ruined if there is phonological misunderstanding. Although the native speakers focus on the
addressor in language communication, in cross-cultural comprehensibility, the addressee and
intelligibility/comprehensibility of the message receive the emphasis (Jenkins, 2005).
In countries such as Iran, English language is taught as a Foreign Language (FL). In cases
like that, the effect of the teachers accent on the students seems to be something inevitable
because of the limited students exposure to English language. To study the English language
pronunciation status of Iranian EFL teachers, getting to know some features of Persian
pronunciation system seems to be a warranted. For instance, since there is no /w/ in Persian,
/v/ is mostly used instead. The story might be the same for the final ng and schwa.
Ladefoged and Maddieson (1996) shed light on the difference between the sole Persian
alveolar trill /r/ in the initial position, and the English tap [ , and a voiceless word-final trill
r . o, as it is not imaginable that an EFL learner, who has been exposed to incorrect input,
produces sound output, the input had better get fixed at first. On the other hand, Gilbert
(1995) believes in interdependency of listening comprehension and pronunciation. If they
cannot hear well, they are cut off from language. If they cannot be understood easily, they are
cut off from conversation with native speakers (Cited in Robertson, 2005, p.8). Nooteboom
(1983) also has suggested that speech perception affects speech production.
Kenworthy (1990) believes that an EFL pronunciation teacher should help learners hear and
make sounds by providing them with his feedback. More specifically, in communicative
learning programs, speech coach or pronunciation coach are the roles of the teacher
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
66 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
entitled by Morley (1991). The speech coach, apart from correcting errors and supplying
information, gives models, offers cues, suggestions and constructive feedback about the
performance, sets high standards, provides a wide variety of practice opportunities, and
overall supports and encourages the learner (Morley, 1991, p. 507; cited in Robertson, 2005,
p. 10).
On phonological acquisition in multilingualism, Leather (n.d.) considers motivation, an
effective factor in developing L2 speech. It seems that many EFL learners drop classes due to
poor pronunciation inherited by incompetent teachers. Faulty pronunciation may affect
motivation to learn as well. On the other hand, improving pronunciation will enhance self-
esteem and facilitate communication. Effective communication, as a fruit, seems to be of
greatest importance. According to Gardner, motivation is "the extent to which the individual
works or strives to learn the language because of a desire to do so and the satisfaction
experienced in this activity" (Gardner, 1985).
Given the status quo of the affairs such as reflectivity in teaching, pronunciation and
motivation and possibility of their interrelationship, this study was designed to fill the gap in
the literature in order to explore learners knowledge and their deliberation in monitoring it in
their teachers teaching, to explore teachers knowledge and their deliberation and reflection
in using it in their teaching, and to investigate the extent their knowledge and awareness of
pronunciation skill factors match. In line with this trend, this study attempted to investigate
the assumed relationship between EFL teachers and learners reflection on pronunciation
factor in teaching-learning process and learners motivation.
3. Method
3.1.Participants
One hundred randomly selected Iranian lower-intermediate EFL students and thirty EFL
instructors, among which one Ph.D., seven M.A., and twenty-one B.A. in TEFL, and one B.S.
holders, made up the population of 130 people for this study.
3.2. Instrumentation
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
67 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
To collect the data, following instruments were employed.
1. A pronunciation knowledge and awareness questionnaire /inventory to measure the
teachers reflection and carefulness on their pronunciation while teaching (Derwing &
Rossiter, 2002)
2. A pronunciation knowledge and awareness questionnaire /inventory to measure the
learners awareness and care for their teachers pronunciation (Derwing & Rossiter 2002)
3. Gardners Motivation Inventory to measure the learners motivation (2004)
3.3. Procedures
Instrument Validation
In order to validate the questionnaires, in a piloting phase, 10 MA students in TEFL answered
the questionnaire measuring the learners awareness and care for their teachers
pronunciation, and 6 university instructors, in the same field, commented on the content of
the questionnaire measuring the teachers reflection and carefulness on pronunciation while
teaching.
3.4. Data Collection
To collect the data on measuring the learners motivation, awareness and care for their
teachers pronunciation, the two respective questionnaires were administered in a one-week
interval. Though the distribution and then collection of the questionnaires were anonymous,
no one received the second questionnaire of somebody else. That was done by allocating
every student a number. Then, the questionnaire measuring teachers reflection and care on
their pronunciation while teaching, was administered to EFL instructors. Seventy of the
learners answered both questionnaires, and no EFL instructors left a questionnaire blank.
4. Results and Discussions
Given the nature of the data and the instruments used, the data was mainly analyzed based on
frequency and chi-square analyses as follows.
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
68 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
Investigation of the Research Questions
An analysis of chi-square was run to probe the first research question addressing whether
EFL teachers are significantly reflective on their pronunciation skill while teaching. As
displayed in Table 1, the chi-square observed value of 875.41 (P = .000 < .05) indicates that
there are significant differences between the choices selected by the teachers when
responding to the questionnaire. The justification for the application of the analysis of chi-
square lies in the fact that if the teachers are significantly reflective on their pronunciation
skill while teaching, then they should select the usually and always choices more than the
negative ones.
Table 1. Analysis of Chi-Square Reflection on Teaching Pronunciation
CHOICES
Chi-Square 875.411a
Df 4
Sig. .000
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency
is 462.0.
Table 2 displays the frequencies, expected and residual values for the teachers selection of
the choices regarding their reflection on pronunciation while teaching English. The positive
residual values for the last two choices (usually and always) indicate that their reflection on
pronunciation while teaching is beyond expectation. On the other hand, the negative residuals
for the first three negative and moderate choices indicate that the teachers believe that they
rarely fail to concentrate on pronunciation while teaching. Based on these results, it can be
concluded that the first null-hypothesis as EFL teachers are not significantly reflective on
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
69 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
their pronunciation skill while teaching is rejected. Majority of the EFL teachers significantly
believe that they are reflective on their pronunciation skill while teaching.
Table 2. Frequencies, Expected and Residual Values EFL Teachers Reflection on Pronunciation kill while Teaching
Observed N Expected N Residual
Never 132 462.0 -330.0
Seldom 251 462.0 -211.0
Sometimes 365 462.0 -97.0
Usually 919 462.0 457.0
Always 643 462.0 181.0
An analysis of chi-square was also run to probe the second research question addressing
whether EFL learners are significantly reflective on their teachers pronunciation in learning
process. As displayed in Table 4.3., the chi-square observed value of 2629.02 (P = .000 < .05)
indicates that there are significant differences between the choices selected by the learners
when responding to the questionnaire on their reflection on teachers pronunciation in
learning process. The justification for the application of the analysis of chi-square lies in the
fact that if the learners are significantly reflective on their teachers pronunciation in learning
process, then they should select the usually and always choices more than the negative
ones.
Table 3. Analysis of Chi- quare Reflection on Teachers Pronunciation
CHOICES
Chi-Square 2629.028a
Df 4
Sig. .000
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
70 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum
expected cell frequency is 1247.0.
Table 4 displays the frequencies, expected and residual values for the students selection of
the choices regarding their reflection on teachers pronunciation in learning process. The
positive residual values for the last three choices (sometimes, usually, and always) indicate
that their reflection on teachers pronunciation while learning English is beyond expectation.
On the other hand the negative residuals for the first two negative choices indicate that the
students believe that they rarely fail to concentrate on their teachers pronunciation in
learning process. Based on these results it can be concluded that the second null-hypothesis
as EFL learners are not significantly reflective on their teachers pronunciation in learning
process is rejected. Majority of the EFL learners significantly believe that they are reflective
on their teachers pronunciation in learning process.
Table 4. Frequencies, Expected and Residual Values EFL tudents Reflection on Teachers Pronunciation
Observed N Expected N Residual
Never 298 1274.0 -976.0
Seldom 434 1274.0 -840.0
Sometimes 1427 1274.0 153.0
Usually 2483 1274.0 1209.0
Always 1728 1274.0 454.0
An analysis of chi-square was again run to probe the third research question addressing
whether EFL teachers pronunciation reflection has any significant effects on EFL learners
language learning motivation. If there are not any significant differences between the
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
71 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
teachers pronunciation reflection and EFL learners language learning motivation and
majority of the answers belong to the positive choices (usually and always) conclusion can be
reached as teachers pronunciation reflection has a significant effects on EFL learners
language learning motivation. On the other hand, if no significant differences are observed or
the responses given by the teachers and students are contradictory, then it can be concluded
that teachers pronunciation reflection does not have any significant effects on EFL learners
language learning motivation.
As displayed in Table 5, the significant chi-square value of 306.89 (P = .000 < .05) indicates
that there are significant differences between the teachers and learners responses given to the
reflection on the pronunciation and language learning motivation.
Table 5. Analysis of Chi- quare Teachers Reflection on Pronunciation and Learners Language Learning
Motivation
Value Df . Sig. (2-sided)
Pearson Chi-Square 306.890a 4 .000
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 305.43.
Table 6 displays the frequencies, percentages and the standardized residuals for the teachers
and learners responses given to the reflection on the pronunciation and language learning
motivation. The frequencies and percentages are descriptive statistics, however the
standardized residual is an index based on which inferences can be made. Any standardized
residual beyond the ranges of +/- 1.96 (underlined and italicized) denotes significant
differences between the two groups responses.
Based on these results, it can be concluded that standardized residuals for the teachers
responses on the positive side of the table usually and always are positive, i.e. the teachers
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
72 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
believe that they are reflective on pronunciation when teaching English while the
standardized residuals on the negative side of the table never and seldom are negative, i.e.
the teachers believe that they rarely fail to concentrate on pronunciation when teaching
English.
Table 6. Frequencies, Percentages and tandardized Residuals Teachers Reflection on Pronunciation and
Learners Language Learning Motivation
CHOICES Total
Never Seldom Sometimes Usually Always
Teacher
Count 132 251 365 919 643 2310
% within STATUS 5.7% 10.9% 15.8% 39.8% 27.8% 100.0%
Std. Residual -9.9 -3.5 -3.8 10.1 2.3
Student
Count 1136 1044 1486 1816 1798 7280
% within STATUS 15.6% 14.3% 20.4% 24.9% 24.7% 100.0%
Std. Residual 5.6 1.9 2.2 -5.7 -1.3
Count 1268 1295 1851 2735 2441 9590
% within STATUS 13.2% 13.5% 19.3% 28.5% 25.5% 100.0%
A reverse pattern is, however, observed for the students. The negative standardized residuals
on the positive side of the table indicate that the students do not hold a positive motivation
towards learning English. Moreover the positive standardized residuals on the negative side
of the table indicate that the EFL students are not motivated to learn English. Based on these
results, it can be concluded that EFL teachers pronunciation reflection does not have any
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
73 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
significant effects on EFL learners language learning motivation is supported. In other words
the teachers reflection on pronunciation does not increase the students motivation towards
learning English.
Table 7 shows the degrees to which teachers reflectivity matches or mismatches that of the
learners. To estimate these degrees, values offered by the EFL teachers and learners on five
measurement scales are compared. The more these two groups act differently on the scales,
the more they mismatch.
Table 7. Comparing Teachers-Learners Reflectivity
On all the areas of measurement, their observed and expected values are drastically different
from each other. For example, the teachers and learners observed values for the
measurement scale of Sometimes are respectively 365 and 1427, and/or Usually measurement
scale also receives 919 and 2483 in this comparison. In addition, due to fixed expected values
for the teachers and learners respectively 462 and 1274, all the standardized residuals are also
dramatically different. Meanwhile, the teachers residual value for Never measurement scale
is -330.0, while that of the learners is -976.0, and/or the residual values for Sometimes
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
74 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
measurement scale are respectively -97.0 and 153.0. All the residual values for the
measurement scales of Usually and Always are positive. The only negative value for
Sometimes measurement scale, -97.0, goes to the teachers and is made up by negative values
for Seldom and Never. The learners are unanimous with the teachers in offering negative
values for the measurement scales of Seldom and Never.
Although EFL teachers pronunciation is reflected upon by both EFL teachers and learners,
the difference between residual values the teachers and learners have offered indicates that
the EFL learners are more reflective than the teachers.
5. Discussions and Conclusions
As the analyses show, EFL teachers pronunciation reflection does not have any significant
effects on EFL learners language learning motivation. In other words, the teachers
reflection on pronunciation does not increase the students motivation towards learning
English. This is not in line with the finding of Pennington (1992) who reported reflective
practice motivates SL learners and that of Kenworthy (1990) who approved the link between
learning pronunciation, care for it, and motivation.
Regarding the teachers reflectivity on their own pronunciation, as perceived in Table 2, EFL
teachers are significantly reflective on their pronunciation skill while teaching. That is,
majority of the EFL teachers, however, believe that they are significantly reflective on their
pronunciation skill while teaching. This, however, does not seem to be in line with the
following presuppositions and/or findings. MacDonald (2002) counted the roots of many
teachers neglecting pronunciation teaching in Australia as, lack of confidence, skills and
knowledge (p. 3, cited in Derwing & Munro, 2005, p.389). Then, Wang and Munro (2004)
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
75 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
found another source in this regard. The problem is the learners experience of pedagogical
misdirection.
In addition, as shown in Table 4, EFL learners are also significantly reflective on their
teachers pronunciation in learning process. That is majority of the EFL learners significantly
believe that they are reflective on their teachers pronunciation in learning process. This is in
line with what the students confessed in the study done by Wang and Munro (2004).
Reflecting on the teachers pronunciation, the students could count the learners experience
of pedagogical misdirection as another source for teachers who neglect pronunciation
teaching.
In line with pouring light on the views existing in the related literature, the following are
points worthy of note. Oxford (1990) considers motivation an affective factor which plays a
great role in language learning success or failure. While some studies (Suter, 1976; Purcell &
Suter, 1980) have concluded that the relationship between classroom pronunciation
instruction and gained pronuncial proficiency is little, and motivation and native language, as
the strongest factors affecting pronunciation, seem to be taken into consideration to a limited
extent. They believe that reaching accurate second language pronunciation is not within the
control of educators.
As to the link between motivation, pronunciation and acquisition, Oxford (1990) considers
motivation as an affective factor which plays a great role in language learning success or
failure. Moyer (1999) believes in a correlation between motivation and pronunciation
training. Vitanova and Miller (2002) also concluded that passing a pronunciation course
could motivate a learner to work on her pronunciation continuously. Leather (n.d.), on
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
76 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
phonological acquisition in multilingualism, introduces motivation as a factor which has a
role in developing L2 speech.
As a result, reflecting on pronunciation might be considered crucial for FL learners if self-
involvement and self-monitoring were considered subcategories of reflection. On
pronunciation instruction, Morley (1994) believes in considering learners self-involvement
aspects. It means students should be able to monitor and modify their speech. On
pronunciation perception, Yule, Hoffman, and Damico (1987) highlight self-monitoring skills
obligation. Self-monitoring, as a need for consciousness raising process, makes the learner
independent and competent. A students active listening to and mirroring a native speaker
help him realize the relation between listening skills and production of speech (Vitanova &
Miller, 2002). On real language use, Morley (1994) considers speech monitoring and
modification strategies, important goals for pronunciation instruction. As a conclusion,
although EFL teachers pronunciation is significantly reflected upon by both EFL teachers
themselves and EFL learners, it does not have any significant effects on EFL learners
language learning motivation.
6. Final Remarks
In spite of the fact that EFL teachers pronunciation is significantly reflected upon by both
EFL teachers and learners, EFL teachers pronunciation reflection does not have any
significant effects on EFL learners language learning motivation. It means that an EFL
student who has been reported to reflect on his EFL teachers pronunciation is not
significantly motivated in light of his teachers pronunciation skill. It might be
conservatively attributed to the feeling and assumption that EFL students are not really after
learning English language or they suffer from educational indecisiveness. Because
Pennington (1992) contends that reflective practice motivates second language learners, and
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
77 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
Kenworthy (1990) also approves the link between learning pronunciation, care for it, and
motivation. Contrary to necessity of observing the roles besides FL learning motivational
factors, it seems that questionnaire is not much valid instrument to be used for collecting data
on personal traits such as motivation since the respondents are rarely willing to act honestly
and seriously. Other strategies such as longitudinal video-taping while teaching-learning
process might help any other interested researcher come to more reliable depth results.
References
Brown, P. S. (2007). Reflective teaching, reflective learning. Unpublished MA Thesis, Birmingham,
UK, University of Birmingham.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. USA: Heinle & Heinle.
Cope, J. (2003). Entrepreneurial learning and critical reflection. Management Learning, 34 (4), 429-
50.
Dempsey, M., Halton, C., & Murphy, M. (2001). Reflective learning in social work education:
Scaffolding the
process. Social Work Education, 20(6), 631641. doi: 10.1080/02615470120089825
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A
research-based approach. Journal of TESOL QUARTERLY, 39,379-397. doi:10.2307/3588486
Derwing, T. M., & Rossiter, M. J. (2002). E L learners perceptions of their pronunciation needs and
strategies. System 30, 155166.doi:10.1016/S0346-251X(02)00012-X
Gardner, R. C. (1985). Social psychology in second language learning: The role of attitudes and
motivation.
London: Edward Arnold.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second-language learning.
Rowley, MA: Newbury House Publishers.
Gilbert, J. (1995). Pronunciation practices as an aid to listening comprehension. In D. J. Mendelson
and J. Rubin (Eds.), A Guide for the Teaching of Second Language Learning (pp. 97-111). San Diego:
Dominic Press
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
78 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
Hay, A., J.W. Peltier, and W. A. Drago. 2004. Reflective learning and on-line management education:
A comparison of traditional and on-line MBA students. Strategic Change, 13 (4), 169-82.doi:
10.1177/0273475305279657
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of
teacher attitudes and identity. Journal of TESOL QUARTERLY, 39,535-543. doi:10.2307/3588493
Kember. D., Biggs, I & Leung, D. (2004). Examining the multidimension- ality of approaches to learning
through the development of a revised version of the learning process questionnaire. British Journal of
Educational Psychology 74 (2), 261-78.
Kember, D., & Leung, D.Y.P. (2005). The Influence of the Teaching and Learning Environment on
the Development of Generic Capabilities needed for a Knowledge-based Society. Learning
Environments Research,8, 245-266.
Kenworthy, J. (1987). Teaching English pronunciation. Longman, Harlow.
Ladefoged, P., & Maddieson, I. (1996). The sounds of the world's languages. Oxford: Blackwell.
MacDonald, S. (2002). Pronunciationviews and practices of reluctant teachers. Prospect, 17(3), 3
18.
Morley, J. (1994). A multidimensional curriculum design for speech-pronunciation instruction. In J.
Morley (Ed.), Pronunciation theory and pedagogy: New views, new directions (64-91). Alexandria,
VA: TESOL.
Moyer, A. (2004). Age, accent and experience in second language acquisition. Clevedon:
Multilingual Matters
Nooteboom, S. (1983). Is speech production controlled by speech perception? In van den Broecke et
al. (Eds.), Sound structure (pp. 153-194). Dordrecht: Foris.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. New York:
Newbury House.
Oller, J.W., & Ziahosseiny, S.M. (1970). The contrastive analysis hypothesis and spelling errors.
Language Learning, 20, 183-89
Pee, B., Woodman, T., Fry, H., & Davenport, E. (2000). Practice-based learning: Views on the
development of a reflective learning tool. Medical Education, 34, 754-561.
Pennington, M. (1992). Reflecting on teaching and learning: A developmental focus for the second
language classroom. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language
teacher education. HongKong: City Polytechnic.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms.
Cambridge: Cambridge University Press.
-
Gholamreza Abbasian & Aadel Bahmanie: EFL Teachers and Learners Reflection on Pronunciation Factor in Teaching-
Learning Process and Its Effects on Learners Motivation
79 | E L T V o i c e s I n d i a ( V o l . 3 I s s u e 2 ) | A p r i l 2 0 1 3 | I S S N 2 2 3 0 - 9 1 3 6
Rutherford, W.E. (1987). Second language grammar: Learning and teaching. Longman
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua
franca. International Journal of Applied Linguistics, 11, 133-158.
Suter, R. (1976). Predicators of pronunciation accuracy in second language learning. Language
Learning, 26,
233-53.
Suter, R., & Purcell, E. (1980). Predictors of pronunciation accuracy: A re-examination, Language
Learning, 30(2), 271-287.
Vitanova, G., & Miller, A. (2002). Reflective practice in pronunciation learning. The Internet TESOL
Journal, 8(1), 31-39.
Yule, G., Hoffman, P., & Damico, J. (1987). Paying attention to pronunciation: The role of self-
monitoring in
perception. TESOL Quarterly, 21(4), 765768. http://dx.doi.org/10.2307/3586994