Teacher Cognition in relation to Pronunciation Instruction in Saudi English Major Programs

Language teacher cognition research plays a crucial role in understanding language teaching. One area which has recently received considerable attention is teacher cognition regarding pronunciation instruction. Thus, previous research tended to focus on individual themes, such as goals, models and methods. To date, however, no research has provided a holistic understanding in which the various themes in pronunciation instruction are investigated within a single study. This study aimed to fill this important gap by means of a thorough investigation of fifteen EFL teachers’ cognition in relation to pronunciation instruction in Saudi universities. The research used initial interviews, classroom observations, a follow-up stimulated recall interview and a final interview. The analysis of data has provided useful insights regarding teacher cognition and pronunciation instruction. Key findings included that: perceptual training seemed to be implemented more frequently than production training; technology enhanced pronunciation training was viewed significant but not fully exploited; knowledge of L2 and L1 sound systems, and theories in the acquisition of second language phonology, was influential in teachers’ decisions; segmental features appeared prioritized in classroom practice; the assessment of students’ pronunciation, and the teaching of vowels and suprasegmental features proved challenging for teachers and learners; there was a connection between pronunciation and other skills; RP dominated as a model in classroom practice; different approaches of feedback were adopted; and finally, there was an interconnection of themes within pronunciation instruction. In addition, other key findings into teacher cognition highlighted the factors in play. These included connections between teacher education, prior L2 experience, teaching experience and knowledge and beliefs, as well as classroom practice. It was found that teacher education played a significant role in influencing teachers’ knowledge and beliefs whereas classroom practices were affected largely by contextual factors such as assigned textbooks and access to technology