Phonology Courses Offered by MATESOL Programs in the U.S.

John M. Murphy

65 citations0/0 files storedTESOL Quarterly

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Learning and Teaching

Abstract

This article reports the results of a survey on the content, objectives, and learning tasks of phonology courses as offered through MATESOL programs in the U.S. Participating MATESOL instructors from 70 different institutions contributed a total of 68 questionnaires, 2 partially completed questionnaires, and 58 course syllabi. The data analysis illuminates the nature of MATESOL phonology courses, including their requirement status, prerequisites, enrollment, course titles, targeted L2 teacher populations, content foci, participant tasks, required readings, and instructors' suggestions for course development. A final section posits six directions for enriching the quality of phonology courses in MATESOL programs.

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1987Knowledge and Teaching:Foundations of the New Reform 2001Teaching by Principles: An Interactive Approach to Language Pedagogy 2007Higher Education: Handbook of Theory and Research 1995Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners 1994Principles of Phonetics 1993Tools for Teaching 1992Three Approaches to Task-Based Syllabus Design 1994The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching

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