Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

In recent years, research into the learning of pronunciation pedagogy and its effects on a teacher’s capacity to provide effective instruction has been steadily growing. Nevertheless, prominent puzzle piece still remains uncovered: direct effect that coursework trainee’s ability deliver instruction. To address this gap, current study explores development second language teacher cognitions actual teaching practices in tutoring project, which serves as capstone assignment for graduate course pedagogy. Semi-structured interviews, stimulated recalls, written reflections, observations were used explore intricate connection between training practices. Findings suggest controlled activities made up majority trainees’ techniques. Trainees requested more in-class practice with creating conducting free activities, these viewed toughest technique. Also, found one predominant project brought light: use communicative framework (Celce-Murcia, Brinton, Goodwin, & Griner, 2010) an ‘order operations’. These results highlight importance includes hands-on experience.