Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students

Different opinions exist about the use of phonetic alphabet symbols in teaching English pronunciation to second language learners. Some authors and researchers believe phonetic symbols can benefit students in many ways; others consider this tool hardly recommendable. However, little empirical resear...

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Main Author: Kodirova, Oxana
Format: Others
Published: BYU ScholarsArchive 2020
Subjects:
ESL
Online Access:https://scholarsarchive.byu.edu/etd/9308
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=10317&context=etd
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spelling ndltd-BGMYU2-oai-scholarsarchive.byu.edu-etd-103172021-12-23T05:00:54Z Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students Kodirova, Oxana Different opinions exist about the use of phonetic alphabet symbols in teaching English pronunciation to second language learners. Some authors and researchers believe phonetic symbols can benefit students in many ways; others consider this tool hardly recommendable. However, little empirical research has been done to find out what ESL teachers think about the use of this linguistic tool. Thus, via an online survey this study sought to identify ESL teachers' attitudes towards the use of phonetic symbols in teaching ESL pronunciation. A total of 120 teachers took the survey and most of them were experienced in teaching pronunciation to adult ESL students. The analyses of qualitative data identified a contradiction between experienced teachers' opinions and what they practiced in class. On the one side, the teachers had predominantly positive attitudes towards the use of phonetic symbols, and about 80% of them agreed that it was a valuable use of class time. Despite this, many teachers (n=40) did not report using phonetic symbols in their teaching. In addition, though the teachers pointed out enabling student independent learning as the main reason to teach phonetic symbols, only three participants reported that they used phonetic symbols for this purpose. The results of the study suggest that ESL teachers' lack of training in teaching phonetic symbols to ESL students can be one of the main factors causing this contradiction. 2020-12-12T08:00:00Z text application/pdf https://scholarsarchive.byu.edu/etd/9308 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=10317&context=etd https://lib.byu.edu/about/copyright/ Theses and Dissertations BYU ScholarsArchive teaching pronunciation phonetic alphabet symbols ESL adult students teachers' attitudes Arts and Humanities
collection NDLTD
format Others
sources NDLTD
topic teaching pronunciation
phonetic alphabet symbols
ESL
adult students
teachers' attitudes
Arts and Humanities
spellingShingle teaching pronunciation
phonetic alphabet symbols
ESL
adult students
teachers' attitudes
Arts and Humanities
Kodirova, Oxana
Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
description Different opinions exist about the use of phonetic alphabet symbols in teaching English pronunciation to second language learners. Some authors and researchers believe phonetic symbols can benefit students in many ways; others consider this tool hardly recommendable. However, little empirical research has been done to find out what ESL teachers think about the use of this linguistic tool. Thus, via an online survey this study sought to identify ESL teachers' attitudes towards the use of phonetic symbols in teaching ESL pronunciation. A total of 120 teachers took the survey and most of them were experienced in teaching pronunciation to adult ESL students. The analyses of qualitative data identified a contradiction between experienced teachers' opinions and what they practiced in class. On the one side, the teachers had predominantly positive attitudes towards the use of phonetic symbols, and about 80% of them agreed that it was a valuable use of class time. Despite this, many teachers (n=40) did not report using phonetic symbols in their teaching. In addition, though the teachers pointed out enabling student independent learning as the main reason to teach phonetic symbols, only three participants reported that they used phonetic symbols for this purpose. The results of the study suggest that ESL teachers' lack of training in teaching phonetic symbols to ESL students can be one of the main factors causing this contradiction.
author Kodirova, Oxana
author_facet Kodirova, Oxana
author_sort Kodirova, Oxana
title Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
title_short Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
title_full Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
title_fullStr Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
title_full_unstemmed Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students
title_sort experienced esl teachers' attitudes towards using phonetic symbols in teaching english pronunciation to adult esl students
publisher BYU ScholarsArchive
publishDate 2020
url https://scholarsarchive.byu.edu/etd/9308
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=10317&context=etd
work_keys_str_mv AT kodirovaoxana experiencedeslteachersattitudestowardsusingphoneticsymbolsinteachingenglishpronunciationtoadulteslstudents
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