ESL teachers’ metalanguage as evidence of their metalinguistic knowledge of the English intonation system

References

• Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93–121. https://doi.org/10.1002/tesq.354
   Google Scholar
• Andrews, S. (1999). ‘All these little name things’: A comparative study of language teachers’ explicit knowledge of grammar and grammatical terminology. Language Awareness, 8(3–4), 143–159. https://doi.org/10.1080/09658419908667125
   Google Scholar
• Andrews, S. (2007). Teacher language awareness. Cambridge University Press.
   Google Scholar
• Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50. https://doi.org/10.1002/tesq.354
   Google Scholar
• Berry, R. (2005). Making the most of metalanguage. Language Awareness, 14(1), 3–20. https://doi.org/10.1080/09658410508668817
   Google Scholar
• Berry, R. (2009). EFL majors’ knowledge of metalinguistic terminology: A comparative study. Language Awareness, 18(2), 113–128. https://doi.org/10.1002/tesq.354
   Web of Science ®Google Scholar
• Berry, R. (2014). Investigating language awareness: The role of terminology. In A. Lyda & K. Szczesniak (Eds.), Second language learning and teaching (pp. 21–33). Springer International Publishing. https://doi.org/10.1002/tesq.354
   Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
   Google Scholar
• Burri, M., & Baker, A. (2021). ‘I Feel … Slightly out of touch’: A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791–809. https://doi.org/10.1093/applin/amab009
   Web of Science ®Google Scholar
• Burri, M., Chen, H., & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. The Modern Language Journal, 101(1), 128–142. https://doi.org/10.1111/modl.12388
   Web of Science ®Google Scholar
• Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337. https://doi.org/10.1177/1362168810365239
   Web of Science ®Google Scholar
• Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619–637. https://doi.org/10.1177/1362168815574145
   Web of Science ®Google Scholar
• Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.
   Google Scholar
• Couper, G. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: Socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159–182. https://doi.org/10.1080/09658416.2011.570347
   Web of Science ®Google Scholar
• Couper, G. (2016). Teacher cognition of pronunciation teaching amongst English teachers in Uruguay. Journal of Second Language Pronunciation, 2(1), 29–55. https://doi.org/10.1075/jslp.2.1.02cou
   Google Scholar
• Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843. https://doi.org/10.1002/tesq.354
   Web of Science ®Google Scholar
• Dakowska, M. (1993). Language, metalanguage, and language use: A cognitive psycholinguistic view. International Journal of Applied Linguistics, 3(1), 79–99. https://doi.org/10.1111/j.1473-4192.1993.tb00044.x
   Google Scholar
• DeKeyser, R. (2009). Cognitive-psychological processes in second language learning. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 119–138). Wiley-Blackwell. https://doi.org/10.1002/9781444315783.ch8
   Google Scholar
• Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
   Web of Science ®Google Scholar
• Derwing, T. M., Levis, J. M., & Sonsaat-Hegelheimer, S. (2022). Bridging the research-practice gap in L2 pronunciation. In J. M. Levis, T. M. Derwing, & S. Sonsaat-Hegelheimer (Eds.), Second language pronunciation. Bridging the gap between research and teaching (pp. 1–18). John Wiley & Sons, Inc. https://doi.org/10.1002/9781394259663.ch1
   Google Scholar
• Ellis, R. (1994). The study of second language acquisition. Oxford University Press. https://doi.org/10.1017/s0272263100014479
   Google Scholar
• Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275. https://doi.org/10.1080/09658416.2011.570347
   Web of Science ®Google Scholar
• Foote, J. A., & Thomson, R. I. (2021). Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction: A critical survey. Journal of Second Language Pronunciation, 7(2), 240–264. https://doi.org/10.18806/tesl.v29i1.1086
   Google Scholar
• Foote, J. A., Holtby, A. K., & Derwing, T. M. (2012). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. https://doi.org/10.18806/tesl.v29i1.1086
   Google Scholar
• Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching, 35(01), 1–13. https://doi.org/10.1017/S0261444801001720
   Google Scholar
• Gilbert, J. B. (2012). Clear speech teacher’s resource and assessment book: Pronunciation and listening comprehension in North American English (4th ed.). Cambridge University Press.
   Google Scholar
• Gordon, J. (2019). The knowledge base of L2 pronunciation teaching: The case of a nonnative-speaking teacher. TESL Canada Journal, 36(2), 91–117. https://doi.org/10.18806/tesl.v36i2.1315
   Web of Science ®Google Scholar
• Grant, L. (2020). Well said: Pronunciation for clear communication. Student book (4th ed.). Cengage Learning.
   Google Scholar
• Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4(1), 53–62. https://doi.org/10.1016/0742-051X(88)90024-8
   Web of Science ®Google Scholar
• Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. https://doi.org/10.2307/3588378
   Web of Science ®Google Scholar
• Halliday, M. A. K. (2015). Intonation and grammar in British English. De Gruyter. (Original work published 1967). https://doi.org/10.1515/9783111357447
   Google Scholar
• Johnson, K., & Johnson, H. (Eds.). (1998). Encyclopedic dictionary of applied linguistics. Blackwell Publishing.
   Google Scholar
• Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187–198. https://doi.org/10.1093/elt/50.3.187
   Google Scholar
• Kochem, T. (2022). Exploring the connection between teacher training and teacher cognitions related to L2 pronunciation instruction. TESOL Quarterly, 56(4), 1136–1162. https://doi.org/10.1002/tesq.3095
   Web of Science ®Google Scholar
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
   Google Scholar
• Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
   Web of Science ®Google Scholar
• Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL Quarterly, 33(1), 37–63. https://doi.org/10.2307/3588190
   Web of Science ®Google Scholar
• Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. https://doi.org/10.1159/000499609
   Google Scholar
• Levis, J. M., & Wichmann, A. (2015). English intonation – Form and meaning. In M. Reed & J. M. Levis (Eds.), The handbook of English pronunciation (pp. 139–155). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118346952.ch8
   Google Scholar
• Liu, D. (2021). Prosody transfer failure despite cross-language similarities: Evidence in favor of a complex dynamic system approach in pronunciation teaching. Journal of Second Language Pronunciation, 7(1), 38–61. https://doi.org/10.1075/jslp.18047.liu
   Google Scholar
• Liu, D., & Reed, M. (2021). Exploring the complexity of the L2 intonation system: An acoustic and eye-tracking study. Frontiers in Communication, 6, 627316. https://doi.org/10.3389/fcomm.2021.627316
   Google Scholar
• Lyons, J. (1995). Linguistic semantics: An introduction. Cambridge University Press. https://doi.org/10.1017/CBO9780511810213
   Google Scholar
• Macdonald, S. (2002). Pronunciation: Views and practices of reluctant teachers. Prospect, 17(3), 3–18.
   Google Scholar
• Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
   Web of Science ®Google Scholar
• Pickering, L. (2001). The role of tone choice in improving ITA communication in the classroom. TESOL Quarterly, 35(2), 233–255. https://doi.org/10.2307/3587647
   Web of Science ®Google Scholar
• Pickering, L. (2018). Discourse intonation: A discourse-pragmatic approach to teaching the pronunciation of English. The University of Michigan Press. https://doi.org/10.3998/mpub.6731
   Google Scholar
• Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation [Doctoral dissertation]. Massachusetts Institute of Technology.
   Google Scholar
• Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. https://doi.org/10.1002/tesq.67
   Web of Science ®Google Scholar
• Sardegna, V., & McGregor, A. (2022). Classroom research for pronunciation. In J. M. Levis, T. M. Derwing, & S. Sonsaat-Hegelheimer (Eds.), Second language pronunciation: Bridging the gap between research and teaching (pp. 107–128). John Wiley & Sons, Inc. https://doi.org/10.1002/9781394259663.ch6
   Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7(3), 263–268. https://doi.org/10.1016/0742-051X(91)90033-L
   Web of Science ®Google Scholar
• Tench, P. (2015). The intonation systems of English. Bloomsbury Academic. https://doi.org/10.5040/9781474285674
   Google Scholar
• Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. https://doi.org/10.1093/applin/amu076
   Web of Science ®Google Scholar
• Watson, A. M., Newman, R. M., & Morgan, S. D. (2021). Metatalk and metalinguistic knowledge: The interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching. Language Awareness, 30(3), 257–275. https://doi.org/10.1080/09658416.2021.1905655
   Web of Science ®Google Scholar
• Wells, J. C. (2006). English intonation: An introduction. Cambridge University Press.
   Google Scholar