| Autor: |
Zhang, Bei, Faez, Farahnaz |
| Zdroj: |
Journal of Second Language Pronunciation; 2024, Vol. 10 Issue 2, p154-178, 25p |
| Abstrakt: |
Studies on language teachers' self-efficacy (LTSE) have gained attention in recent years; however, limited research has explored LTSE in specific domains of language instruction, particularly pronunciation. The present study employs a domain-specific survey to measure English as a second language (ESL) teachers' self-efficacy in pronunciation instruction (PI) in Canadian classrooms. Data from the survey and follow-up interviews were analyzed to explore ESL teachers' overall self-efficacy beliefs, relationships with language, and pronunciation proficiencies. The findings reveal that ESL teachers in Canada generally report high levels of self-efficacy for teaching pronunciation. While the correlation between general language proficiency and self-efficacy was not significant, the correlation between their pronunciation proficiency and self-efficacy for teaching pronunciation was significant, even though it falls below the benchmark for small effect size. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
