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oviding phonological correctivefeedback,such as their tolerance of phonological errors,the focused content ofphonological errors and the way of providing PCF.Therefore,this study aims to attractteachers attention to PCF and provide some practical suggestions for pronunciationteaching.

1.2.2 Significance of the Research

In the 5th International Conference on English Phonetics Teaching in China,Prof.Marc Swerts illustrated the“functions of audiovisual prosody”,which reminded us theimportance of teachers’facial expression when teaching pronunciation.Meanwhile,Prof.Shi cited the pedagogical suggestions of articulatory gesture when teachingpronunciation.

Chapter Two Literature Review

2.1 Definition of Key Terms

2.1.1 Teacher’s Cognition

The successful implementation of any particular curricular content,teachingapproach or technique is largely dependent on teachers’cognition.Freeman(2002)thought teacher cognition is a cognitive process and structure of what teachers know,believe,which is difficult to observe when teaching.Alternatively,Borg(2006)usedthe term“teacher cognition”to refer to the unobservable cognitive dimension ofteachers’“complex,practical,personal,contextual knowledge,ideas,and beliefnetworks used in classroom teaching”,which is always presented in their“knowledge,beliefs，attitudes,ideas,etc.”(p.31).Based on Borg(2003),the concept of“teachercognition”in this present study refers to teachers’knowledge,self-perceivingcompetence,attitudes and beliefs about the application of PCF in connection to whatthey actually do in the classroom.

Based on the definition of“teacher cognition”above,it can be seen that teacher’sbelief is the most important component of their cognition,so it’s necessary to clarifythe definition of“belief”and distinguish“belief”and“stated belief”in the Table 2-1.

2.2 Relevant Studies at Home and Abroad

It is in the 1970s that researches on CF initiated.A large number of researchesshow that corrective feedback not only can help improve learners’language proficiency,but also is an indispensable part of foreign language teaching(Lyster&Ranta,1997;Ferris,1999).So it is generally recognized that learners will benefit from teachers’ feedback on errors they commit when the errors hinder communication(Lyster&Mori,2006).From then on,many foreign scholars began to focus on corrective feedback inlanguage teaching for the following four important issues:(1)the type of correctivefeedback(Suzuki,2004;Lyster&Ranta,1997;Ellis,2009;Couper,2016b);(2)theemployment of corrective feedback(Lyster&Ranta,1997;Panova&Lyster,2002;Lyster&Mori,2006;Jean&Simard,2011;Sheen,2004;Hu,2004;Zhuang,2012;Zhao,2005);(3)the effect of corrective feedback(Lyster,2004;Lyster&Saito,2010;Naif,2014;Hawkes&Nassaji,2016;Bai&Wu,2018);(4)the factors affectingcorrective feedback(Sheen&Ellis,2011;Li,2009;Saito&Lyster,2012;Lyster&Saito,2013).

Based on the abundant researches on CF,this part firstly reviews the studies of CFfrom the perspective of teachers’cognition and practice,then exhibits a brief overviewof researches about teacher cognition on pronunciation teaching,lastly displays somestudies about teacher cognition and practice on PCF.

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