PRONUNCIATION INSTRUCTION IN VIETNAMESE TERTIARY SETTINGS: INSIGHTS FROM EFL TEACHERS’ COGNITIONS AND CLASSROOM PRACTICES

Do Minh Luan

Abstract


This study aims at investigating teachers’ cognitions and classroom practices towards pronunciation instruction in Vietnamese tertiary EFL classrooms. Participants included 76 Vietnamese EFL teachers in some universities in the Mekong Delta, Vietnam. Data were collected through a questionnaire and classroom observations. The study findings showed that the teachers highlighted the importance of pronunciation teaching with a specific focus on communicative purposes. However, the results also indicated a mismatch between the teachers’ stated cognitions about pronunciation instruction and their actual classroom practices. Therefore, this study gives recommendations for further research on exploring situational factors influencing pronunciation instruction as well as the need for teacher training.

 

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pronunciation instruction, teachers’ cognitions, classroom practices

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DOI: http://dx.doi.org/10.46827/ejel.v7i5.4485

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