Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching

The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one Japan) with perceptions their learners (n = 49). A student questionnaire, semi-structured teacher interviews, classroom observations were used to collect data. findings show that strongly desire be taught improve pronunciation, teachers’ provision oral corrective feedback meets students’ preferences. However, use primarily controlled (teacher-centred) techniques subsequent lack opportunities for communicative practice suggest some incongruity between perceptions. Factors such as curriculum, instructors’ beliefs about second language learning, confidence play a role this discrepancy.