Non-native pre-service English teachers’ narratives about their pronunciation learning and implications for pronunciation training

Abstract

This study analyzes 58 non-native pre-service elementary school English teachers’ narratives about their pronunciation learning and teaching. Two important findings emerge in this study. First, participants did not have the same attitude toward their roles as non-native English speakers regarding pronunciation learning and teaching. Second, regardless of their attitude or roles as non-native English speakers, participants claimed that when they become language teachers in the future, they will apply a variety of instructional strategies to help their potential learners in terms of pronunciation instruction. Four suggestions are provided for pronunciation training in the language teacher education programs.