Autonomy in learning English pronunciation: the role of portfolios

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F17%3A39911757" target="_blank" >RIV/00216275:25210/17:39911757 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Autonomy in learning English pronunciation: the role of portfolios

Popis výsledku v původním jazyce

The article discusses portfolio-based autonomous learning of English pronunciation in the context of initial English language teacher education in the Czech Republic. More specifically, it introduces one possible conceptualisation of the portfolio as it was used at the University of Pardubice. This particular implementation reflects the socio-constructivist paradigm and also the reflective practitioner model of the teacher. Portfolios were deployed as a tool to strengthen coherence and integration among courses and, especially, to promote autonomy in the development of student teachers’ English pronunciation. During a one-semester course they were expected to collect evidence documenting their autonomous learning, i.e. the learning tasks which they accomplished in order to improve selected aspects of their pronunciation. The content analysis of the portfolios revealed that the student teachers targeted both segmental and suprasegmental features of English pronunciation through a considerable variety of tasks. Moreover, the analysis revealed a critical lack of autonomy, especially in relation to goal-setting and feedback strategies. In conclusion, the study acknowledged the potential of the portfolio to enhance autonomous learning of English pronunciation and also suggested possible changes in subsequent implementations of this tool.

Název v anglickém jazyce

Autonomy in learning English pronunciation: the role of portfolios

Popis výsledku anglicky

The article discusses portfolio-based autonomous learning of English pronunciation in the context of initial English language teacher education in the Czech Republic. More specifically, it introduces one possible conceptualisation of the portfolio as it was used at the University of Pardubice. This particular implementation reflects the socio-constructivist paradigm and also the reflective practitioner model of the teacher. Portfolios were deployed as a tool to strengthen coherence and integration among courses and, especially, to promote autonomy in the development of student teachers’ English pronunciation. During a one-semester course they were expected to collect evidence documenting their autonomous learning, i.e. the learning tasks which they accomplished in order to improve selected aspects of their pronunciation. The content analysis of the portfolios revealed that the student teachers targeted both segmental and suprasegmental features of English pronunciation through a considerable variety of tasks. Moreover, the analysis revealed a critical lack of autonomy, especially in relation to goal-setting and feedback strategies. In conclusion, the study acknowledged the potential of the portfolio to enhance autonomous learning of English pronunciation and also suggested possible changes in subsequent implementations of this tool.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Hradec Králové Journal of Anglophone Studies

ISSN

2336-3347

e-ISSN

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Svazek periodika

4

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

33-43

Kód UT WoS článku

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EID výsledku v databázi Scopus

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