著者

靜 哲人

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

no.25, pp.1-10, 2011-03-01

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This study explored the relationships between prospective EFL teachers' beliefs about pronunciation teaching and their self-perceived pronunciation ability. Fifty-four Japanese students at the faculty of education at a national university in eastern Japan completed a 15-week EFL teaching methodology course, in which one of the main focuses was to get them to appreciate the importance of good-enough pronunciation and to improve their pronunciation skills. At the end of the course, the students answered 7-point Likert scale questions on the pre- and post-course beliefs about pronunciation teaching as well as those on their pre- and post-course self-perceived pronunciation abilities. The results indicated that prior to the course the strength of negative beliefs about pronunciation teaching was negatively correlated with one's self-perceived pronunciation ability but that through the course the students generally became more positive toward pronunciation teaching and more confident in their own pronunciation skills. There was a weak correlation between the degree of change in pronunciation-related negative beliefs and that in self-rated pronunciation ability both induced by the course.