INVESTIGANDO AS CRENÇAS E A COMPETÊNCIA DOS PROFESSORES DE EFL EM PRÉ-SERVIÇO RELATIVAMENTE AO ENSINO DA PRONÚNCIA
DOI:
https://doi.org/10.18316/rcd.v16i44.12083Palavras-chave:
Pronúncia, Crenças dos professores, Pré-serviço, Auto-eficáciaResumo
Este estudo procurou explorar as crenças dos professores de inglês sénior em pré-serviço sobre o ensino da pronúncia em inglês e as suas crenças sobre a sua competência relativamente ao ensino da pronúncia em inglês. Os participantes foram 17 professores de inglês sénior em pré-serviço que estudam numa universidade estatal. Para obter dados, foi utilizada uma versão modificada do questionário desenvolvido por Szyszka (2016). Enquanto a estatística descritiva foi utilizada para analisar os dados quantitativos, a análise de conteúdo foi utilizada para analisar os dados qualitativos. Os resultados revelaram que a maioria dos participantes tinha atitudes positivas em relação ao ensino da pronúncia e se considerava adequada para ensinar a pronúncia do inglês. No entanto, contrariamente às suas convicções, afirmaram não possuir os conhecimentos metodológicos necessários para ensinar a pronúncia inglesa devido à sua formação insuficiente.
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