EFL Teachers' Beliefs and Practices About Pronunciation Teaching

EFL teachers’ beliefs and practices
about pronunciation teaching
Downloaded from https://academic.oup.com/eltj/advance-article-abstract/doi/10.1093/elt/ccy040/5150649 by guest on 01 November 2018

Barry Bai and Rui Yuan
This study explores 16 non-native English teachers’ beliefs and practices about
pronunciation teaching in Hong Kong. Drawing on data from the teachers’
written reflections and follow-up interviews, the findings suggest that these non-
native English teachers understood the importance and goal of pronunciation
teaching but appeared unconfident and ill-prepared in their teaching. Their
lack of confidence was not only a result of insufficient training but also of
their non-native English teacher status influenced by specific institutional and
sociocultural contexts. Important implications for EFL teacher education and
professional development are drawn.
Introduction Language teacher cognition has become an independent research area in

the past decade, with a particular focus on what teachers think, believe
and do in their daily practices (Borg 2015). Although the existing literature
has examined how language teachers perceive and engage in teaching
important language skills, e.g. grammar and writing, research on their
cognitions about teaching pronunciation is still limited, especially in EFL
contexts. Intelligible pronunciation should be an important component
of students’ communicative competence (Levis 2005). Without adequate
pronunciation training, students may experience misunderstandings and
even breakdowns in verbal communication, which may further adversely
affect their self-confidence in language learning (Sifakis and Sougari
2005). For EFL learners, acquiring a new sound system can be particularly
challenging due to the lack of an authentic learning context as well as
possible influences from their first language (Levis 2005). Therefore,
with the increasing recognition of mutual intelligibility as a common
goal, EFL teachers should be active, strategic and resourceful in guiding
students to learn how to pronounce and speak English appropriately for
communicative purposes (e.g., Jenkins 2009; Buss 2016).
On the other hand, given the pervasive ideology of ‘native speakerness’
in the field of TESOL, pronunciation and accents are often tied up with
issues of race and identity in complex sociocultural settings (Sifakis and
Sougari 2005). EFL teachers may be challenged over their non-native
status due to their own perceived ‘imperfect’ pronunciation, thus leading
to an emotional struggle and identity conflict in classroom teaching
(Jenkins 2009; Song 2016). This is particularly true in Hong Kong
ELT Journal; doi:10.1093/elt/ccy040 Page 1 of 10

© The Author(s) 2018. Published by Oxford University Press; all rights reserved.
with its diverse community of English teachers. In order to enhance
the English standard in Hong Kong schools, the Education Bureau
established a Native English Teacher (NET) Scheme in 1997, which
provides funding for local schools to recruit native English speakers to
teach English. Despite its good intention of exposing students to a better
English environment, the Scheme may pose a threat to local English
teachers’ (LETs) professional legitimacy and identities, and have a negative

influence on their classroom practices (Trent 2016).
In view of the significance and complexities of teaching and learning
English pronunciation, this study seeks to investigate EFL teachers’ beliefs
and practices about pronunciation teaching in Hong Kong. Drawing on
self-reported data from a group of primary and secondary teachers, the
study will not only add to the existing knowledge of what constitutes
language teachers’ cognitions in pronunciation teaching, but it will also
tap into the gap between their beliefs and practices and shed light on the
underlying institutional and sociocultural factors.
Literature review Teachers’ cognition refers to ‘what teachers think, know and believe’
(Borg 2015: 1). Although the dynamic and situated process of language
teachers’ belief development can exert a positive influence on their
teaching practices, there exists a potential gap between teachers’ beliefs
and practices (Yuan and Lee 2014; Borg 2015). Particularly in many EFL
contexts, language teachers are often confronted with various contextual
constraints, such as a rigid school curriculum, an exam-oriented culture,
and limited collegial and institutional support (Zheng and Borg 2014),
which may widen the divide between their teaching beliefs and practices,
and impede their continuing development.
Previous research shows that English teachers’ lack of training
and confidence may result in ineffective pedagogy when teaching
pronunciation to EFL students (Baker and Murphy 2011). For example,
Couper’s (2016) study of native English teachers indicates their
pronunciation teaching to language learners tends to be ad hoc and only
takes place in response to students’ pronunciation errors. Such practices
might be attributed to their lack of confidence due to insufficient pre-
service training. In many EFL contexts, although some non-native
teachers hold positive attitudes towards pronunciation teaching (Buss
2016), they often regard it as native English teachers’ responsibility (Levis
2005). A survey of 640 EFL teachers in Europe shows that although EFL
teachers think training is essential for teaching pronunciation, being a
native speaker is considered sufficient for teaching pronunciation well
(Henderson et al. 2015). Therefore, there exists some incongruence
between EFL teachers’ beliefs and practices with regard to pronunciation
teaching.
Given the contextual complexities and possible challenges faced by EFL
teachers, e.g. the lack of a language environment where students are
exposed to and use English in daily life, and the pervasive ideology of
‘native speakerness’ (Derwing and Munro 2005; Song 2016), a focus on
non-native English teachers’ beliefs and practices about pronunciation
teaching is important, because without understanding their inner
Page 2 of 10 Barry Bai and Rui Yuan

thoughts and the values that drive their teaching practices, no effective
training and pedagogies can be implemented to enhance pronunciation
instruction. To this end, the present inquiry seeks to explore how a group
of non-native English teachers perceive and conduct pronunciation
teaching in Hong Kong. This study can generate useful implications for
pre- and in-service teacher education on how to develop English teachers
with pedagogic knowledge and competence in teaching pronunciation.

The questions that guide the present study are: (1) What specific beliefs
did the teachers hold about pronunciation teaching in their school
contexts? (2) How were their beliefs implemented in the classroom
practices?
Method This study is based in Hong Kong, where Cantonese is the dominant
Research context language for daily communication (Li 2018). Cantonese serves as the
and participants medium of instruction in all primary schools (Wang and Kirkpatrick
2015). Hong Kong primary school students tend not to have a great deal of
exposure to English in their daily life. In the classroom, although English
teachers sometimes teach in English, many teach English in Cantonese
given their students’ limited English proficiency. Therefore, English is
treated as a foreign language in the present study. The participants were
16 teachers (15 female, 1 male) of English in Hong Kong—7 primary
teachers and 9 secondary teachers. All the teachers had a university degree
for EFL teaching. Their teaching experience ranged from 3 to 15 years and
their native language is Cantonese.
Data collection and The 16 teachers (named T1–T16) participated in this study voluntarily
analysis upon invitation. They were asked to write reflections based on a
list of questions (see the Appendix) related to their perceptions and
practices of pronunciation teaching on the first author’s university
online learning platform, i.e. Blackboard. Four of the 16 participants
(i.e. T2, T5, T9, and T13) were invited for a follow-up individual
interview as they shared interesting stories and meaningful themes
in their reflections, and hence were considered worthy of further
investigation. The interviews were semi-structured and lasted around
40 minutes each. Not only did the researchers ask the participants to
provide detailed examples to illustrate their beliefs about pronunciation
teaching as shown in their reflections, but they also guided the teachers
to explore the gaps between their beliefs and practices and to analyse
the possible reasons behind these. All the interviews were audio-
recorded and transcribed for further analysis. Ethical approval was
obtained from the first author’s university, and consent was sought
from all the participants before the study.
Guided by the research questions and existing literature on teacher
cognitions (e.g. Borg 2015), the researchers carefully reviewed the data
and identified important codes that reflect each teacher’s beliefs about
pronunciation learning and teaching. They also compared the participants’
beliefs with their reported practices to identify the congruence and gaps
between beliefs and teaching. Following that, the authors compared,
revised and integrated emerging themes arising from the 16 participants,
which led to the final data analysis results. To ensure the validity of the
EFL teachers’ beliefs and practices about pronunciation teaching Page 3 of 10

study, the two authors coded the data independently, followed by rounds
of discussion to reach a consensus on the results.
Results This section reports on three main themes regarding the teachers’
professional beliefs about pronunciation teaching, and whether and how
they implemented their beliefs in the classroom. We chose the most
representative quotes from their responses for each of the three themes.

The written reflections are referred to as ‘WF’, while the interviews are
referred to as ‘Int’.
‘Pronunciation In general, all the teachers recognized the importance of teaching

should be part of the pronunciation in language classrooms. As shared by the participants
English curriculum’ in their written responses, accurate pronunciation not only facilitates
students’ effective communication in daily life, but can also increase their
self-confidence and motivation, and have positive impacts on other aspects
of language learning. For instance, T3 described how pronunciation
learning can contribute to students’ vocabulary development:
Once students are familiar with the sound of each symbol, they can
read all the English word themselves without teachers’ assistance. This
would (will) greatly boost their confidence and interest in learning
new words. Moreover, students can read words with stress on specific
syllables. (T3, WF)
Some teachers also believed that students could enjoy pronunciation
teaching by ‘playing with sounds’, which can contribute to their learning
interest and willingness to communicate:
Students are highly motivated and willing to involve in the activity. They
work together with their partners and try to say the words together and
check whether the words belong to the same ‘family’. (T2, Int)
I was inspired to incorporate games in English pronunciation that
students can learn pronunciation in an interesting way! (T5, Int)
T1 also pointed out that pronunciation should be included in
daily classroom teaching to help students improve their ability to
communicate:
All in all, pronunciation should be part of the English curriculum in
order to improve students’ English communication ability. (T1, WF)
Furthermore, the teachers’ strong beliefs in the value of teaching
pronunciation relates to the instructional context where English is used
as a foreign language in Hong Kong. Without sufficient language use
opportunities in their daily life, EFL students’ spoken English is likely to
fall into a state of disuse, and hence their pronunciation requires special
attention from language teachers in classrooms:
As most of my students are native Chinese, they often exhibit prevalent
problems in pronouncing certain English sounds and producing
something like Chinglish. Consonant sounds eg ‘think’ as ‘fink’; ‘nine’
as ‘line’ etc. Vowel sounds, e.g. “i” and ‘i:’, ‘u’ and u:’ etc. (T4, WF)

Thus, the participants emphasized the need to explicitly teach
pronunciation to help students overcome possible stagnation in their
pronunciation and enhance their communicative competence.
‘We should give The participants developed complex beliefs about pronunciation teaching
students chances to through their daily practices. For instance, some teachers (e.g. T5)
try out, make errors regarded the International Phonetic Alphabet (IPA) as a useful tool for

and learn from their students to master correct English pronunciation. They argued that the
mistakes’ IPA is particularly important for Hong Kong students, who are susceptible
to the negative influences of their local accents:
The IPA is definitely useful for students to learn English as it helps
students to make complete sense of how English words are pronounced.
Taking into account the influence of local accents, we can well imagine
how frustrating it can be for students to pronounce English words
‘correctly’. The role of IPA, then, is to serve as a handy tool for students
to possibly ‘reach the standard’. (T5, WF)
Most participants also believed that teaching pronunciation through the
IPA can promote students’ independent learning in the long run because
students can rely on the dictionary instead of their English teachers for
finding the correct pronunciation.
Young learners no longer depend on teachers teaching pronunciation.
If they come across words they don’t know, they can look up in a
dictionary and learn to speak those words by using the IPA. (T8, WF)
However, two teachers expressed concerns that learning the IPA adds
to the difficulty of learning English and hence may be demotivating for
some students when they face an entirely new system of sounds. Such
concerns may be attributed to a behaviouristic model that dominated the
two language teachers’ classroom teaching. As T7 shared:
My students usually learn the pronunciation of words by following
and memorizing teachers’ pronunciation. I guess teaching IPA to
my students would make things complicated because it is a new and
complex system. It would further discourage them from learning
English. (T7, WF)
The above quote thus revealed concerns about the use of repetitive
language drills, which might reduce the potential benefits the IPA could
bring for students’ language learning. Therefore, some participants
further stressed the need to develop authentic and interactive tasks to
help students understand sound systems and apply the IPA to learning
pronunciation. For instance, T6 shared how she guided students to ‘break
a word into small sound units and use different symbols to highlight
syllabus and stress following IPA’. Then, she introduced some songs and
tongue twisters to help students ‘consolidate their learning in a fun way’.
In a similar vein, T9 also mentioned how she used stories to help primary
students acquire both the pronunciation and meaning of difficult words:
For example, my P.2 class couldn’t pronounce the word ‘glove’. I first
wrote ‘love’ and ask them to read it out. Then added a ‘g’ before it and
asked them to make the ‘g’ sound (as they have learned it in the phonics

lesson). Apart from pronunciation per se, I make up stories to help
them remember both the pronunciation and the meaning of words. In
the case of ‘gloves’, I told my students a love story about a wife sending
her husband gloves as a gift for Valentine’s Day. (T9, Int)
Apart from the use of the IPA in combination with interesting and
interactive tasks, ‘rhythm’ and ‘intonation’ are emphasized by some

teachers in pronunciation teaching. As recalled by some participants (e.g.
T6), many Hong Kong students tend to speak in a robotic way due to the
influence of their first language, i.e. Cantonese, and a lack of practice of
using English in their daily life. To address this problem, all participants
argued for the need to create a relaxing and supportive classroom
environment with rich resources and opportunities for students to practice
and improve their pronunciation and speaking skills:
When I have time, I like making video clips of songs and chants by
myself and post them on the intranet. My students like looking at me
on the video and it is so much fun! I encourage them to follow and
improve their intonation. (T6, WF)
We may introduce the relationship between certain sounds and their
corresponding spelling patterns. We should give students chances to try
out, make errors and learn from their mistakes. (T10, WF)
‘I found it hard to Although the participants formed diverse beliefs about pronunciation
teach pronunciation teaching, most of them found it difficult to implement their beliefs in
so I tried to escape practices due to a variety of personal and contextual obstacles. The gap
from it’ between their beliefs and practices thus led to a lack of self-perceived
efficacy in pronunciation teaching.
I found it hard to teach pronunciation so I tried to escape from it.
However, this does my students no good as they missed an important
area of learning English. (T11, WF)
The reasons behind their low self-perceived efficacy are complex. First of
all, as non-native English speakers, some participants experienced a sense
of uncertainty about their own English pronunciation:
I always have a question of whether local teachers can teach and
demonstrate correct pronunciation if they possess a Hong Kong accent.
(T12, WF)
Thus, the Hong Kong accent is perceived as a hurdle that disqualified
the participants from teaching English pronunciation; instead, they
tended to believe native English teachers may be more suitable to teach
pronunciation. Their perceptions were further consolidated by the NET
Scheme, which to some extent created a divide between LETs and NETs
in Hong Kong schools. Because of their native accent, NETs are normally
asked to teach pronunciation, whereas LETs are required to focus on
grammar and vocabulary in order to prepare students for examinations.
Thus, although LETs may try to teach pronunciation, their attempts are
often impeded by school policies and thus reduce their legitimacy and
self-perceived efficacy in pronunciation teaching:

I seldom teach pronunciation in class. Pronunciation is taught by NETs
in my school. NETs conduct almost all oral practice with students.
(T10, WF)
As pronunciation is taught by NETs in my school, I usually teach
pronunciation when I introduce target vocabulary in a new chapter. It is
very limited. (T9, WF)

Even when some participants tried to teach pronunciation, they suffered
from a lack of time due to a rigid school curriculum with a strong focus on
examination results:
Students may not have many opportunities to learn English
pronunciation in an interesting way. Regarding that Hong Kong is such
an exam-oriented society, many schools put much effort in grammar
drilling and even delete the teaching of pronunciation in each unit.
(T16, WF)
The teachers’ reflections suggest that pronunciation is not central to
their classroom teaching. Instead, other language skills, e.g. reading and
writing, receive more attention than pronunciation because both reading
and writing constitute important parts of exams.
Furthermore, the teachers’ low efficacy correlated with their limited
professional competence in teaching pronunciation due to insufficient
pre-service education and a lack of opportunities for professional
development in schools. For example, although the teachers thought the
IPA would be helpful, some felt they had not received proper training and
thus were doubtful about their ability to teach it effectively.
I think the major problems that most teachers encountered is that
we haven’t received much professional training about how to teach
students pronunciation with the use of phonics or IPA system. … Even
though we know we need to develop different tasks, but how to do it is
another story. We really need more training and guidance from teacher
educators. (T 14, WF)
In schools where new methods of teaching pronunciation were promoted
(e.g. T10 and T15), the teachers received limited training and support,
which created confusion for both teachers and students:
Our school is now using RWI (Read, Write Inc.) to teach pronunciation
and I do not really like it. It is very complicated and there are always red
words and green words. Teachers only took a workshop to learn how it
works and we need to teach students pronunciation with it. I think we
need more support and training. (T 15, WF)
Lastly, some participants pointed out the strong influence of societal views
on their pronunciation teaching as well as their self-perceived efficacy
as pronunciation teachers. For instance, given the great value attached
to British English in relation to the colonial history of Hong Kong, some
teachers faced social expectations (e.g. from parents and school leaders)
to adopt a British accent and teach British English, which hindered
their classroom practices. These expectations may reflect the prevalent
ideologies towards the so-called ‘norm’ in English language teaching held

by some key stakeholders. In other words, the native British accent is still
preferred in many primary schools:
The difficulty that I face is that Hong Kong is such a diverse city
in terms of English pronunciation. We have people from different
countries but sometimes we assume that British English is the more
superior and more official English with a formal accent. In Hong Kong

educational settings, school principals and parents would look up more
to British English, pronunciation and accents which I fall behind when
teaching because I have an American accent. (T13, Int)
Discussion and The study shows that the teachers held a strong belief in the importance
implications of pronunciation teaching in language classrooms. Unlike a traditional
mechanical pronunciation teaching method, which has been prevalent in
many EFL contexts, the participants exhibited an awareness of using an
inductive, interactive approach to helping students develop their interest
and become independent and strategic in learning English pronunciation.
However, the teachers also encountered a wide range of personal and
contextual obstacles, which not only created a gap between their teaching
beliefs and practices, but further reduced their self-perceived efficacy in
pronunciation teaching.
First, in many Hong Kong schools, due to a heavily exam-oriented culture,
there is often a strong preference to focus on grammar rather than on
pronunciation. As a result, English teachers lack sufficient time and
resources in their pronunciation teaching and have to focus on grammar
and vocabulary knowledge as this is what is mainly tested in the exams.
This confirms previous research on the disparity between teachers’
beliefs and practices (e.g. Zheng and Borg 2014). In addition, many of the
teachers seemed to lack confidence in teaching pronunciation, possibly
caused by inadequate teacher education. Thus, language teachers need
to receive tailored teacher education at both pre- and in-service stages,
where a variety of pedagogical knowledge, approaches (e.g. pronunciation
games) and tools (e.g. the IPA) about pronunciation teaching are
introduced, demonstrated and practised. It will also be more meaningful
to introduce how to teach English sounds systematically in order to help
EFL students to learn English pronunciation well. For those teachers who
are either incompetent or lack confidence in presenting a good model of
pronunciation for students to imitate, more specially designed in-service
workshops ought to be available. In fact, plenty of online resources (e.g.
http://www.bbc.co.uk/learningenglish) can be used by EFL teachers, who
also inevitably need to make efforts to adapt these resources to better suit
their students’ needs and English proficiency.
Another major reason for the teachers’ lack of confidence may be
their non-native status as English teachers in Hong Kong schools.
Although the teachers believed their students were capable of learning
English pronunciation well, the teachers lacked confidence in their own
pronunciation and their ability to teach it. Some teachers still believed
that speaking like a native speaker was a crucial goal in English language
learning. As such, many of them felt the teaching of pronunciation would
be better handled by native English speakers. Such a belief is widely held

by teachers in many EFL contexts (e.g. the Philippines, South Korea and
Japan). Both teachers and students of English value a native-like accent
and prefer “standard” pronunciation, reflecting ideologies that have
been influential among English language teachers and also challenge the
understanding of mutual intelligibility. To this end, teacher education
programmes should equip EFL teachers with the necessary rationale and
teaching strategies for teaching English communication, with mutual

intelligibility as a common goal in the classroom.
To further complicate the issue, some schools showed distrust in non-
native teachers’ ability to teach pronunciation, and only allowed native
teachers to teach it. Although promoting mutual intelligibility among
non-native speakers has been recognized as a common goal in English
language teaching (Jenkins 2009), this school policy may to some extent
reinforce EFL teachers’ mistaken beliefs about the need to teach students
to speak like a native speaker and intensify their self-doubts about their
legitimacy to teach pronunciation, thus widening the divide between NETs
and LETs in Hong Kong and other similar EFL contexts.
To address this challenge, EFL teachers in the contexts where the ‘native
speaker pronunciation model’ is still popular should be made aware of
the evolving nature of so-called ‘standard’ English. EFL teachers should
be guided to reflect on and understand their implicit reasons (e.g.
belief, training, qualification and school policies) for avoiding teaching
pronunciation. A central objective of pre-service teacher education and
professional development programmes should be to alter teachers’
beliefs in their ‘inadequacy’ to teach English pronunciation. When
equipped with reviewed knowledge, skills and techniques, they will be
more confident in teaching English pronunciation. Most importantly,
there is a need to involve school leaders in discussing and improving the
teaching of pronunciation. In particular, school leaders need to develop
a new awareness that EFL teachers can teach pronunciation well with
appropriate training and contextual support. With the endorsement
and support of school management, LETs and NETs can engage in
collaborative teaching and reflections in order to enhance pronunciation
teaching on a school level.
Conclusion The present study contributes to the literature on the beliefs of EFL
teachers about teaching pronunciation. Some apparent disparities exist
between EFL teachers’ beliefs and practices due to a lack of professional
knowledge and the prevailing instructional and sociocultural contexts.
It seems likely that a key issue with EFL pronunciation teaching is the
teachers’ lack of self-confidence in their classrooms. Apart from practical
teaching strategies, future teacher education/ professional development
programmes should focus more on helping EFL teachers explore and
close the gap between their beliefs and practices, and build up their sense
of confidence and legitimacy in teaching pronunciation.
Final version received July 2018

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approach’. TESOL Quarterly 39/3: 379–97. beliefs and practices’. Language Teaching Research
Henderson, A. L., D. Curnick, A. Frost, Kautzsch, A. 18/2: 205–21.
Kirkova-Naskova, D. Levey, E. Tergujeff, and E. Waniek-
Klimczak. 2015. ‘The English pronunciation teaching The authors
in Europe survey: Factors inside and outside the Barry Bai is an assistant professor at the Faculty of
classroom’ in J. A. Mompean and J. Fouz-González Education, the Chinese University of Hong Kong
(eds.). Investigating English Pronunciation: Trends and (CUHK), where he mainly teaches ELT-related
Directions (pp. 260–91). New York: Palgrave Macmillan. courses. His research interests include teaching ESL/
Jenkins, J. 2009. World Englishes: A Resource Book for EFL, writing strategies, and teacher education. His
Students (Second edition). London: Routledge. work has appeared in System, TESOL Quarterly, and
Levis, J. M. 2005. ‘Changing contexts and shifting Reading & Writing Quarterly.
paradigms in pronunciation teaching’. TESOL Email: barry.bai@cuhk.edu.hk
Quarterly 39/3: 369–77.
Li, D. C. S. 2018. ‘Two decades of decolonization and Rui Yuan is an assistant professor in the Department
renationalization: the evolutionary dynamics of Hong of English Language Education at the Education
Kong English and an update of its functions and University of Hong Kong. His research interests
status’. Asian Englishes 20/1: 2–14. include language teacher identity and teacher
Sifakis, N. C. and A. Sougari. 2005. ‘Pronunciation development. His publications have appeared in
issues and EIL pedagogy in the periphery: a survey of TESOL Quarterly, System, ELT Journal, and Teaching
Greek state school teachers’ beliefs’. TESOL Quarterly and Teacher Education.
39/3: 467–88. Email: eryuan@eduhk.hk
Appendix ππ In your opinion, how can pronunciation be best taught and learned in
Questions on the classroom?
pronunciation in Hong ππ How do you teach pronunciation in your classroom? Please illustrate
Kong school classrooms with examples.
ππ How confident are you in teaching pronunciation as non-native
speakers of English? What are the challenges you face in teaching
pronunciation?
ππ What support (e.g. school curriculum, professional development and
colleagues) do you need to improve your pronunciation teaching?

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Introduction Language teacher cognition has become an independent research area in

ELT Journal; doi:10.1093/elt/ccy040  Page 1 of 10

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