Second Language Teacher Cognition and Learner Outcomes: A Case Study of English Pronunciation Teaching in a Libyan University

Abstract

Teaching pronunciation remains an essential issue for English second language learners in classrooms. English language courses which are offered at Libyan university mostly focus on teaching phonetic sounds, with few concerns on teaching pronunciation. Therefore, this study investigates the relationship between Libyan second language teachers' cognition, pedagogy, and learners' pronunciation outcomes in the English Department in a Libyan university. A case study for a group of ESL teachers in order to demonstrate learners' needs and improve their pronunciation instructions. Teachers' data from questionnaires and learners from interviews, have led to clear results which conclude most of the participants have never practiced pronunciation before and that students found a huge difficulty in pronouncing most new vocabulary. Thus, in this study, it is suggested that the importance of using effective methods and materials for teaching pronunciation inside ESL classrooms. An implication for helping teachers to work together collaboratively in order to teach pronunciation instructions effectively should be considered.