CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers

Autor/in	Topal, Ibrahim Halil
Titel	CEFR-Oriented Probe into Pronunciation: Implications for Language Learners and Teachers
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 2, S.420-436 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Topal, Ibrahim Halil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; Language Proficiency; Phonetics; English (Second Language); Second Language Learning; Language Teachers; Professionalism; Pronunciation; Pronunciation Instruction; Second Language Instruction; Phonological Awareness; Teaching (Occupation); Preservice Teachers; Inservice Teacher Education; Preservice Teacher Education; Europe + Suchen Sie Ihr Suchwort? Ausland; Language skill; Language skills; Sprachkompetenz; Phonetik; Fonetik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Professionalität; Aussprache; Ausspracheübung; Fremdsprachenunterricht; Teaching; Lehrberuf; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Europa
Abstract	Adopting an action-oriented approach, Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001) can be considered as a general framework for language learning, teaching, and assessment across Europe. With its descriptors of language skills across proficiency levels, CEFR can be utilized as a guideline for language learners, teachers and assessors. Bearing this in mind, this paper aims to delve into pronunciation from a CEFR-oriented perspective by (i) exploring the skills and competences required to be considered as proficient language users with specific reference to phonetics and phonology on part of language learners and (ii) describing the standards of teaching profession with regard to pronunciation and its instruction in the light of CEFR and the standards of EFL/ESL Teachers of Adults (TESOL, 2008) with direct implications for teacher education contexts. While doing this, this paper further aims to contribute to the literature of teacher education in terms of pronunciation pedagogy with considerable implications with reference to previous research through further discussion. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01