Reflective Practice in Pronunciation Learning

Gergana Vitanova and Ann Miller

vitanogp@email.uc.edu

University of Cincinnati (Cincinnati, OH, USA)

Most of the literature on pronunciation deals with what and how to teach, while the learner remains an abstract, silent body in the classroom. By examining our students' reflections, we give voice to their beliefs and concerns about pronunciation learning. The findings suggest that students benefit from detailed phonetic/phonological instruction, which, in turn, allows them to employ metacognitive strategies in a larger communicative context. The article also underlines that socio-affective factors, while often ignored, are a significant aspect of pronunciation learning.

Introduction

Morley (1994) underlies that the prevalent focus in pronunciation teaching nowadays should be on designing "new-wave instructional programs" (p. 70). Moreover, she stresses that these new instructional designs should take into account not only language forms and functions, but also issues of learner self-involvement and learner strategy training. In other words, students should become active partners in their own learning, who have developed the skills to monitor and modify their speech patterns if necessary.

This action-research study has been driven by Morley's statement. We assume that by giving students the skills to analyze their language learning processes, we would help them keep improving even after they have left the context of the classroom. Reflective practice has played an important role in both teaching and learning. Pennington (1992), for example, asserts that ref

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