Resumen de A look at the development of pronunciation awareness in teacher education ba degrees
This study looked the development of pronunciation awareness in pre-service English as a foreign language (EFL) teachers. Fifty Catalan/Spanish native speakers who took a one-term English pronunciation course as part of their undergraduate degrees in teacher education participated in the study. After setting their pronunciation learning goals at the beginning of the semester, they were asked to self- and peer-assess their recorded speech productions in English and to reflect on the learning process throughout the course. Findings indicated that pre-service EFL teachers improved on their segmental and suprasegmental production as a function of the development of pronunciation awareness, corroborating recent studies (e.g., Kennedy, Blanchet, & Trofimovich, 2014). Additionally, the analysis of pre-service EFL teachers’ metalinguistic reflection and end-of-course pronunciation task highlights the value of reflective practice in order to foster learners’ autonomy (Benson, 2010) and to raise the development of L2 phonological competence (Wrembel, 2015).
