TEACHER’S PERSONALITY TYPE AND TECHNIQUES OF
REPLACE THIS BOX
WITH YOUR TEACHING PRONUNCIATION
ORGANIZATION’S
HIGH RESOLUTION
Karim Shabani & Atefeh Ghasemian (2017) Teacher’s personality
LOGO type and techniques of teaching pronunciation, Cogent Education, 4:1, 1313560, DOI:
10.1080/2331186X.2017.1313560
English Language Education Program, STKIP PGRI Sumatera Barat
Abstract
The purpose of this study was twofold: (1) to identify the most
frequent techniques of teaching pronunciation used by Iranian EFL
teachers and, (b) to find out any relationship between teacher’s
extroversion/introversion personality type and their techniques of
teaching pronunciation. The collected data were analyzed through
SPSS software. The results of descriptive analysis indicated that from
among 19 pronunciation teaching techniques, listen and imitate and
reading aloud and recitation were the most frequent ones used by
both introverted and extroverted teachers. Moreover, the results of
chi-square test showed a significant relationship between the
extroverted and introverted teachers in the use of pronunciation
techniques and that the extroverted teachers significantly used more
of the mentioned techniques than the introvert teachers.
Keywords: introversion/extroversion personality; L2 teacher;
pronunciation
Introduction
Pronunciation as one of the important skills plays a key role in EFL
classes. Knowing the way of expressing and stating a sound or word
is very important in English because to mispronounce a word may
change the meaning of the word. Pronunciation like other skills such
as spelling, vocabulary, grammar and also main skills has received an
increasing attention from the researchers, teachers and also learners
to learn English as a foreign language or second language.
Pronunciation teaching is quite critical in EFL/ESL classes. It is stated
that one of the important needs for proficiency in language is to
secure the pronunciation that can be understood by learners of the
language (Pourhosein Gilakjani, 2012).
1.1. Purpose of the study.
1.2. Research questions
Literature Review
2.1. Pronunciation and its role in EFL classes
s
2.2. Approaches to teaching pronunciation
2.2.1. The intuitive-imitative approach
2.2.2. The analytic-linguistic approach
2.2.3. The integrative approach
2.3. Pronunciation teaching materials, techniques, and strategies
2.4. Teachers’ behaviors and personality (introversion/extroversion)
roles in classes
The term “personality” includes a collection of different attributes
that form a significant individ_x0002_ual. Personality is defined as
an individual’s features that account for fixed patterns of emotion,
behaving, and thinking. Personality traits have been conceptualized
from different theoretical as_x0002_pects and, despite opposite
conceptualizations of the structure, these theories have contributed
to our comprehension of personality traits as personal differences
variables to learn experience and also code of behavior (Pourfeiz,
2015)
Figure 2. Potrait of angry teacher
Figure 1. Potrait of smiling teacher.
Novita Sarah (19040027)
Methods and Materials
3.1 Participant
The current research was conducted in different language institutes
and universities located in Sari, Iran. Two hundred teachers were
randomly asked to participate in the research by responding to a
questionnaire and 60 teachers who answered the questions
completely were selected as the main cohort.
3.2Instrumentation
3.2.1. Eysenk personality inventory
3.2.2. Teaching pronunciation techniques questionnaire
3.3. Procedure
After choosing two questionnaires to collect the data, the
questionnaires were distributed online among the teachers. The
teachers were asked to read the questionnaire items carefully and
respond to the items. .
Results
As can be seen in the table of frequency, the first pronunciation
technique, i.e. listen and imitate, is the one that had the highest
frequency (83.3%). That is, “listen and imitate” was the technique
that was used by most of the teachers. Reading aloud and recitation
was another technique that had an almost high frequency (50%)
compared with the results of the other techniques. That is, 50% of
the teachers participating in the study used “reading aloud and
recitation.” Recording the learners’ production, on the other hand,
was one of the techniques that had the lowest frequency (6.7%)
indicating that only few teachers preferred applying it. Poem was
also another technique that had a quite low frequency (13.3%)
suggesting that it was not used by quite majority of the teachers
participating in the study.
Table 1. Table of first research question
Table 2. Approaches, methods, and techniques of teaching pronunciation.
Discussion
Different characteristics were defined for EFL teachers and their
effects were examined in so many different aspects. One of the
defined features related to the teachers is the difference in
introvert/extrovert teachers’ performance in different fields. In this
regard, Arif et al. (2012) contend that “Personality influences the
behavior of the teacher in various ways, such as interface with
students, methods selected, and learning experiences chosen.” Each
research has its own definitions and results in EFL/ESL classes and
these two kinds of personality show different performances.
In this study, five research questions were designed to be
investigated. The first question dealt with examining the techniques
the language teachers preferred to use in teaching pronunciation. It
was revealed that listen and imitate and reading aloud were used
most frequently by the teachers. The second and third questions
were about the most frequent techniques the introverts and
extroverts used in their classes.
Conclusions
It is concluded that the instructors should help the learners expand
their listening skill in EFL classes because if the learners’ speech
cannot be comprehended, learning the foreign language will face a
deadlock. Based on the results of the questionnaire, it is seen that
the teachers use different techniques to teach the sound of different
words. The techniques mentioned by the teachers are one of the
ways to help the learners because pronunciation as an important
skill has a significant role to understand other skills.
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