چکیده

Teacher Education has always been the subject of a large proportion of research and has made significant strides in studying the sophisticated relationship among teachers beliefs and pedagogical practices. While several investigations of this type have been conducted in different areas, pronunciation has received very little attention. The purpose of this study was to explore Iranian EFL teachers’ beliefs and classroom practices related to English pronunciation. In so doing, the participants completed an online questionnaire, reporting on the aforementioned attributes. The obtained results demonstrated that all of the teachers believed that pronunciation was of high significance and should be integrated and taught in their classes, however, there were some disparities between their beliefs and practices; little, if any, time was spent on teaching pronunciation. Implications address EFL teacher trainers, material developers, curriculum designers, and instructors themselves.

کليدواژه ها

Pronunciation, Teacher education, Beliefs, Pedagogical practices

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Arash Ranjbar , 1398 , Iranian EFL Instructors Beliefs and Classroom Practices Regarding English Pronunciation , اولين کنفرانس بين المللي مطالعات زبان انگليسي