Table 1
Treatment and Comparison Groups TESL Courses
Table 2
Participant Demographics
Table 3
Interviewed Treatment Participants
Table 4
Pronunciation Teaching Course Overview
Table 5
Course Resources by Topic
Table 6
Beliefs about Pronunciation Teaching and Learning with Significant Results
Speaking
Listening
Reading
Writing
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
Speaking
Listening
Reading
Writing
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
No importance
Almost no importance
Little importance
Unsure or neutral
Moderate importance
Large importance
Extreme importance
1
2
3
4
5
6
7
a. Reading strategies
1 2 3 4 5 6 7
e. Fluency and pronunciation
1 2 3 4 5 6 7
b. Listening strategies
1 2 3 4 5 6 7
f. Grammar
1 2 3 4 5 6 7
c. Vocabulary
1 2 3 4 5 6 7
g. Writing skills
1 2 3 4 5 6 7
d. Conversational skills
1 2 3 4 5 6 7
h. Culture of English-speaking countries
1 2 3 4 5 6 7
Strongly disagree
Disagree
Tend to disagree
Unsure or neutral
Tend to agree
Agree
Strongly agree
1
2
3
4
5
6
7
a. Teaching pronunciation is often unnecessary, as most learners are able to pick up on pronunciation when frequently exposed to good language input.
1 2 3 4 5 6 7
b. A heavy accent is a cause of discrimination against nonnative speakers.
1 2 3 4 5 6 7
c. Pronunciation is not really teachable - you are either naturally good at it or not.
1 2 3 4 5 6 7
d. For most people, the older you are when you start learning a language, the harder it is for you to acquire native-like pronunciation.
1 2 3 4 5 6 7
e. There is a relationship between learners’ perception and production of English speech.
1 2 3 4 5 6 7
f. The goal of pronunciation teaching should be to eliminate, as much as possible, foreign accent.
1 2 3 4 5 6 7
g. It is possible to teach pronunciation communicatively (i.e., through meaningful language use).
1 2 3 4 5 6 7
h. When learners are aware of pronunciation rules, it can help them improve their pronunciation.
1 2 3 4 5 6 7
i. Native speakers should be the model for pronunciation teaching.
1 2 3 4 5 6 7
j. Some pronunciation errors have a greater impact on intelligibility (i.e., understanding a speaker) than others.
1 2 3 4 5 6 7
k. Some individuals resist changing their pronunciation in order to maintain their identity.
1 2 3 4 5 6 7
l. Pronunciation is learned best by trying to imitate good models.
1 2 3 4 5 6 7
m. It is important to know phonology (i.e., the rules of pronunciation) in order to teach English pronunciation.
1 2 3 4 5 6 7
n. Pronunciation teaching should help make students comfortably intelligible to listeners.
1 2 3 4 5 6 7
o. Teaching pronunciation is boring.
1 2 3 4 5 6 7
p. ESL teachers should avoid correcting or pointing out pronunciation errors on the spot.
1 2 3 4 5 6 7
q. English sounds (e.g., the “h” sound in the word “house”) are easier to teach than global aspects like stress, rhythm and intonation.
1 2 3 4 5 6 7
r. Pronunciation instruction improves the accuracy of language production rather than communication on the whole.
1 2 3 4 5 6 7
s. Learners benefit from paying conscious attention to the input and becoming aware of how different features are produced.
1 2 3 4 5 6 7
t. An L2 speaker can have a strong foreign accent and still be perfectly understandable.
1 2 3 4 5 6 7
u. It is difficult to integrate pronunciation teaching into regular ESL classes.
1 2 3 4 5 6 7
v. The best person to teach pronunciation is a native speaker.
1 2 3 4 5 6 7
Strongly disagree
Disagree
Tend to disagree
Unsure or neutral
Tend to agree
Agree
Strongly agree
1
2
3
4
5
6
7
a. I don’t have the necessary skills to teach pronunciation.
1 2 3 4 5 6 7
b. I can adequately produce English stress, rhythm and intonation patterns.
1 2 3 4 5 6 7
c. I would feel uncomfortable if the professor observed my pronunciation tutorials at the end of the term.
1 2 3 4 5 6 7
d. If I try really hard, I can make even the most difficult or unmotivated student learn English pronunciation.
1 2 3 4 5 6 7
e. I can adequately produce English sounds (e.g., the “th” sound in “mother”).
1 2 3 4 5 6 7
f. I know enough about English pronunciation to teach it effectively.
1 2 3 4 5 6 7
g. I wish I had received more instruction on English pronunciation as a learner.
1 2 3 4 5 6 7
h. I feel anxious about having to teach English pronunciation.
1 2 3 4 5 6 7
i. I know what to do to teach pronunciation effectively.
1 2 3 4 5 6 7
j. As a current or prospective ESL teacher, I feel inferior compared to my peers who are nonnative speakers of the language.
1 2 3 4 5 6 7
k. Even if I try very hard, I can never be an effective pronunciation teacher.
1 2 3 4 5 6 7
l. I have to study more English phonology (i.e., the rules of pronunciation) to feel comfortable teaching pronunciation.
1 2 3 4 5 6 7
m. I am confident that as a teacher I can (or will be able to) help my students improve their pronunciation.
1 2 3 4 5 6 7
n. To be a good pronunciation teacher, I will need to work much harder than my peers who are nonnative English speakers.
1 2 3 4 5 6 7
o. I can (or will be able to) answer my students’ questions about English pronunciation.
1 2 3 4 5 6 7
p. I find pronunciation a difficult topic to teach.
1 2 3 4 5 6 7
q. I need to improve my own pronunciation in English before I can teach it to others.
1 2 3 4 5 6 7
r. I know how to make students interested in pronunciation.
1 2 3 4 5 6 7
s. I am a good pronunciation model for ESL students.
1 2 3 4 5 6 7
t. I am (or will be) better at teaching grammar or vocabulary than pronunciation.
1 2 3 4 5 6 7
u. I am afraid that students might “catch” me making pronunciation mistakes when I teach.
1 2 3 4 5 6 7
v. Overall, I have a good grasp of English pronunciation rules.
1 2 3 4 5 6 7
Treatment Group
Comparison Group
Time 1
Time 2
Time 1
Time 2
D
U
A
M
D
U
A
M
D
U
A
M
D
U
A
M
a. Teaching pronunciation is often unnecessary, as most learners are able to pick up on pronunciation when frequently exposed to good language input.
14 82.4
0
3 17.6
2
14 77.8
2 11.1
2 11.1
1
11 73.3
0
4 26.7
2
5 33.3
5 33.3
5 33.3
3
b. A heavy accent is a cause of discrimination against nonnative speakers.
6 35.3
3 17.6
8 47.1
3
3 16.7
7 38.9
8 44.4
3
7 46.7
3 20
5 33.3
3
7 46.7
1 6.7
7 46.7
3
c. Pronunciation is not really teachable - you are either naturally good at it or not.
18 100
0
0
1
17 94.4
0
1 5.6
0.5
12 80
1 6.7
2 13.3
1
11 73.3
1 6.7
3 20
1
d. For most people, the older you are when you start learning a language, the harder it is for you to acquire native-like pronunciation.
3 16.7
1 5.6
14 77.8
4
1 5.6
1 5.6
16 88.9
5
0
1 6.7
14 93.3
5
0
2 13.3
13 86.7
5
e. There is a relationship between learners’ perception and production of English speech.
2 11.1
4 22.2
12 66.7
4
1 5.6
2 11.1
15 83.3
4
0
5 33.3
10 66.7
4
1 6.7
1 6.7
13 86.7
5
f. The goal of pronunciation teaching should be to eliminate, as much as possible, foreign accent.
13 76.5
1 5.9
3 17.6
2
13 72.2
3 16.7
2 11.1
2
10 66.7
1 6.7
4 26.7
2
10 66.7
2 13.3
3 20
2
g. It is possible to teach pronunciation communicatively (i.e., through meaningful language use).
1 5.6
0
17 94.4
5
2 11.8
5 29.4
10 58.8
4
0
3 21.4
11 78.6
4.5
1 7.1
0
13 92.9
4.5
h. When learners are aware of pronunciation rules, it can help them improve their pronunciation.
0
2 11.8
15 88.2
5
0
2 11.1
16 88.9
5
1 6.7
3 20
11 73.3
5
1 6.7
1 6.7
13 86.7
5
i. Native speakers should be the model for pronunciation teaching.
4 22.2
3 16.7
11 61.1
4
4 22.2
5 27.8
9 50
3.5
1 6.7
3 20
11 73.3
4
3 20
7 46.7
5 33.3
3
j. Some pronunciation errors have a greater impact on intelligibility (i.e., understanding a speaker) than others.
1 5.6
2 11.1
15 83.3
5
0
1 5.6
17 94.4
5
2 13.3
1 6.7
12 80
5
1 6.7
2 13.3
12 80
5
k. Some individuals resist changing their pronunciation in order to maintain their identity.
3 16.7
2 11.1
13 72.2
5
1 5.6
4 22.2
13 72.2
4
3 20
6 40
6 40
3
3 20
4 26.7
8 53.3
4
l. Pronunciation is learned best by trying to imitate good models.
1 5.6
5 27.8
12 66.7
4
2 11.1
3 16.7
13 72.2
4
4 26.7
3 20
8 53.3
4
1 6.7
4 26.7
10 66.7
4
m. It is important to know phonology (i.e., the rules of pronunciation) in order to teach English pronunciation.
0
1 5.6
17 94.4
5
1 5.9
1 5.9
15 88.2
6
2 13.3
3 20
10 66.7
4
2 13.3
4 26.7
9 60
4
n. Pronunciation teaching should help make students comfortably intelligible to listeners.
0
0
18 100
5
0
2 11.8
15 88.2
5
2 13.3
0
13 86.7
4
0
2 13.3
13 86.7
5
o. Teaching pronunciation is boring.
17 94.4
0
1 5.6
1
16 88.9
1 5.6
1 5.6
1
10 66.7
3 20
2 13.3
2
7 46.7
3 20
5 33.3
3
p. ESL teachers should avoid correcting or pointing out pronunciation errors on the spot.
7 38.9
4 22.2
7 38.9
3
9 50
4 22.2
5 27.8
2.5
11 73.3
0
4 26.7
2
11 73.3
1 6.7
3 20
2
q. English sounds (e.g., the “h” sound in the word “house”) are easier to teach than global aspects like stress, rhythm and intonation.
5 27.8
4 22.2
9 50
3.5
5 27.8
4 22.2
9 50
3.5
5 33.3
3 20
7 46.7
3
4 26.7
3 20
8 53.3
4
r. Pronunciation instruction improves the accuracy of language production rather than communication on the whole.
4 22.2
3 16.7
11 61.1
4
7 38.9
3 16.7
8 44.4
3
2 13.3
7 46.7
6 40
3
5 33.3
5 33.3
5 33.3
3
s. Learners benefit from paying conscious attention to the input and becoming aware of how different features are produced.
0
4 22.2
14 77.8
4
1 5.6
2 11.1
15 83.3
5
0
4 26.7
11 73.3
5
1 6.7
4 26.7
10 66.7
4
t. An L2 speaker can have a strong foreign accent and still be perfectly understandable.
1 5.9
1 5.9
15 88.2
5
3 17.6
0
14 82.4
5
1 6.7
1 6.7
13 86.7
5
2 13.3
1 6.7
12 80
4
u. It is difficult to integrate pronunciation teaching into regular ESL classes.
6 33.3
8 44.4
4 22.2
3
11 61.1
2 11.1
5 27.8
2
10 66.7
4 26.7
1 6.7
2
7 46.7
3 20
5 33.3
3
v. The best person to teach pronunciation is a native speaker.
11 61.1
0
7 38.9
2
9 50
2 11.1
7 38.9
2.5
5 33.3
2 13.3
8 53.3
4
5 33.3
7 46.7
3 20
3
Note. D = Disagree; U = Unsure or neutral; A = Agree; M = Median Content of unshaded cells = Count and percentage
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