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3.1 Interaction Hypothesis...................................25

3.2 Noticing Hypothesis...................................26

3.3 Output Hypothesis......................27

Chapter Four Research Design..............................29

4.1 Research Questions.....................................29

4.2 Research Participants...................................29

4.3 Research Instruments....................................30

Chapter Five Results and Discussion....................38

5.1 Junior High School English Teachers’Cognitions about PCF.................................38

5.1.1 Teachers’General Cognitions about Pronunciation Teaching and PCF........................38

5.1.2 Three Types of Teachers’Cognition on Pronunciation Teaching and PCF...................47

Chapter Five Results and Discussion

5.1 Junior High School English Teachers’Cognitions about PCF

By analyzing questionnaires and semi-structured interview data from fourdimensions,teachers’self-perceiving competence,knowledge,attitude and beliefsabout the application of PCF,which cover Hendrinkson’s(1980)five questions,the results show that junior high school teachers’general cognition of pronunciationteaching and PCF was consistent in their attitudes and beliefs about the application ofPCF,and inconsistent in their self-reported knowledge and competence.Expert,experienced,and novice teachers herein shared certain similar and different cognitions.For example,they all affirmed the effectiveness of phonological corrective feedbackand emphasized the development of their phonological competence,ability ofproviding PCF as well as related knowledge.As for PCF timing,agents and strategies,they held different attitudes and preferences.

5.1.1 Teachers’General Cognitions about Pronunciation Teaching and PCF

Before exploring the three participants’cognition of PCF,it is necessary todiscuss English teachers’general cognition on pronunciation teaching and PCF in thecontext of junior high school education,since participants all admitted that they aremore or less affected by teachers around in such an educational environment,thereforethe results can reflect certain commonalities in their cognition..

Chapter Six Conclusion

6.1 Major Findings

Aiming to explore the consistency between PCF cognitions and practices ofexpert,experienced and novice English teachers in junior high school,a case study onthree junior high school teachers teaching Grade one in different schools was carriedout.Through data analysis and discussion from questionnaire,classroom observation,stimulated recalls and semi-structured interviews,major findings are as follows.

(1)Three types of teachers have different cognitions on PCF.In general,theircognition on PCF was relatively one-sided.The commonalities are reflected in thatthey all agreed that PCF is necessary and useful for pronunciation teaching and not allphonological errors should be corrected in class when providing PCF.But they haddifferent evaluation of their own competence and ability as well as their ownpreference本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。