Teachers' views on their professional training and assessment practices: Selected results from the English Pronunciation Teaching in Europe Survey

Anastazija Kirkova-Naskova, Elina Tergujeff, Dan Frost, Alice Henderson, Aleksander Kautzsch, Deirdre Murphy, Ewa Waniek-Klimczak

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Наслов:	Teachers' views on their professional training and assessment practices: Selected results from the English Pronunciation Teaching in Europe Survey
Authors:	Anastazija Kirkova-Naskova, Elina Tergujeff, Dan Frost, Alice Henderson, Aleksander Kautzsch, Deirdre Murphy, Ewa Waniek-Klimczak
Keywords:	EPTiES, teacher training, pronunciation teaching, diagnostic assessment, formative assessment, evaluative assessment
Issue Date:	2013
Publisher:	Iowa State University
Source:	Kirkova-Naskova, A., Tergujeff, E., Frost, D., Henderson, A., Kautzsch, A., Levey, D., Murphy, D., and Waniek-Klimczak, E. (2013). Teachers’ views on their professional training and assessment practices: Selected results from the English Pronunciation Teaching in Europe Survey. In Levis, J. and K. LeVelle (Eds.) Pronunciation and Assessment: Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 29–42). Ames, IA: Iowa State University. https://apling.engl.iastate.edu/wp-content/uploads/sites/221/2015/05/PSLLT_4th_Proceedings_2012.pdf
Проект:	English Pronunciation Teaching in Europe Survey
Conference:	4th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT)
Abstract:	The English Pronunciation Teaching in Europe Survey (EPTiES) is a collaborative effort by a group of European researchers interested in the state of English pronunciation teaching in Europe. Given the lack of research-based information on the topic (cf. e.g. Foote et al. 2011, Macdonald 2002), ten researchers designed an extensive online survey, which attracted participants from all over Europe. The participants are EFL/ESL teachers from various teaching contexts. This paper concentrates on two parts of the survey that deal with teacher training and pronunciation assessment. Responses from seven European countries are analysed (n=630). We present findings concerning the contents of teacher training received by the respondents and their overall evaluation of it. In addition, we look into the respondents’ pronunciation assessment methods.
URI:	http://hdl.handle.net/20.500.12188/7031
Appears in Collections:	Faculty of Philology: Journal Articles