Exploring Iranian EFL teachers’ perspectives on techniques of teaching prosodic features of speech

Authors

  • Yara Mirfendereski Shahrood University of Technology
  • Dr. Ostovar-Namaghi Shahrood University of Technology, Iran

Keywords:

Techniques, Teaching, Prosodic features, EFL teachers, Perspectives

Abstract

Although techniques of teaching prosodic features have been well explored, very few studies have given voice to practitioners’ perspectives. This data-driven study situated in the Iranian public schools context contributes to filling this gap by theorizing experienced EFL teachers’ experience of teaching prosodic features of speech. Teachers’ perspectives were explored through qualitative interviews and then analysed in line with the coding schemes of grounded theory. Iterative data collection and analysis revealed eight techniques that lead to effective communication with a focus on prosody in pronunciation teaching.

Author Biography

  • Dr. Ostovar-Namaghi, Shahrood University of Technology, Iran

    Seyyed Ali Ostovar-Namaghi (PhD in TEFL) is a full-time associate professor of TEFL at the Department of Applied Linguistics, Shahrood University of Technology, Iran. He teaches both graduate and undergraduate courses including language teaching methodology, research methodology, materials development, and EAP. His chief research interest is language teacher education, grounded theory, and theories of practice. He has published in a number of leading peer-reviewed journals. He is also a member the editorial board of some journals in applied linguistics and language teaching.

The Asian Journal of Applied Linguistics. Volume 7. Issue 2. December 2021.

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Published

2021-12-31

Issue

Vol. 7 No. 2 (2021)

Section

Articles

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How to Cite

Exploring Iranian EFL teachers’ perspectives on techniques of teaching prosodic features of speech. (2021). The Asian Journal of Applied Linguistics, 7(2), 159-170. https://caes.hku.hk/ajal/index.php/ajal/article/view/773