Presentation
Investigating the role of instructor research background in relation to phonological input, instruction, and student attitudes
Association Internationale de Linguistique Appliqué (AILA) 17th World Congress
(2014)
Abstract
The present study reports on an investigation of the relationship between instructors’ research background (i.e., training in a particular field of study) and provision of pronunciation-related input, and how this relationship is believed to impact acquisition of a second language (L2) phonological system by classroom learners.
Disciplines
Publication Date
August, 2014
Location
Brisbane, Australia
Comments
Presented as part of the Research Network Symposium: Instructor/Interlocutor Individual Differences in Cognition and SLA
Convenor: Laura Gurzynski-Weiss, Indiana University, USA
Symposium summary
The Interlocutor and Instructor Individual Differences in Cognition and SLA ReN will discuss theoretical role(s) of the interlocutor/instructor, and present novel studies investigating how interlocutor/instructor individual differences including L1, gender, training and research background relate to their provision of input, instruction, feedback, gestures, and use of training in instructed settings.
Citation Information
Avizia Y. Long. "Investigating the role of instructor research background in relation to phonological input, instruction, and student attitudes" Association Internationale de Linguistique Appliqué (AILA) 17th World Congress (2014) Available at: http://works.bepress.com/avizia-long/30/