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Pronunciation is the production of sounds used to make meaning(Celce-Murcia,1996),which is an essential micro skill in ESL learning.Yuzawa(2007)emphasizedthe mastery of pronunciation is needed when people want to use English as the tool forcommunication.As intelligible sounds are the guarantee of successful oralcommunication,pronunciation teaching is vital in secondary education.And it’s verycommon for learners to commit errors during second language learning,especiallyphonological errors,so teaching pronunciation in spoken activities by giving correctivefeedback on phonological errors is necessary.If errors are not corrected in a timelymanner,they may get in fossilization which will hinder English communication andlanguage acquisition.So EFL teachers can be good models for their students and giveappropriate corrective feedback on students’phonological errors when teachingpronunciation.
Corrective feedback(hereafter referred to as CF)is an important embodiment ofthe teacher-student interaction in language teaching,which is a significant pedagogicalarea for both teachers and researchers in second language acquisition.Research on CFfirst initiated in the 1970s(Long,1977),based on the idea that learners benefit fromteachers’feedback on errors they commit when they fail to figure out the correct formduring communication(Lyster&Mori,2006).Then,in immersion classrooms and ESL setting,CF was practiced frequently.In recent years,studies on home and abroadhave gained some achievements about CF in the following aspects-teachers’application and students’uptake about CF,the effects of CF in class,the relationshipbetween teachers’beliefs and their teaching practices on CF in class,and the analysisof CF in different class type.In the past,researches on teachers’cognitions of languageteaching mainly focused on grammar(Borg,2003),but more recently topic onpronunciation teaching has gained more attention.However,many relevant researchesstudied CF itself,especially the types of CF,as well as teachers’and students’attitudes.It’s obvious that studies on phonological corrective feedback(hereafter referred to asPCF)as well as the consistency between teachers’PCF cognitions and their practicesare limited.

1.2 Research Purpose and Significance

1.2.1 Purpose of the Research

This study aims to investigate the situation of pronunciation teaching and PCF injunior high school to figure out what teachers’cognitions and practices of PCF are,then explore three types of teachers’convergence and divergence.

Zhao(1980)divided foreign language learning into three parts-pronunciation,grammar and vocabulary,so the sequence of learning should be in accordance withthem.Although the essence of language is pronunciation,the result of it under currentteaching circumstances is not satisfactory.The fact is that students’oral output couldnot be fully understood by others due to their fossilized wrong pronunciation.One ofthe reasons may be the lack of CF in English pronunciation teaching.So Englishteachers,as the feedback-provider,naturally become the most important researchsubjects.In authentic English lessons,expert,experienced and novice English teachersexhibited certain similarities and differences when pr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。