Gestanvändning i uttalsundervisningen : En filmad intervjustudie om andraspråkslärares övertygelse och praktiker i två olika kontexter

Sammanfattning

This study investigates second language teachers’ beliefs and practices regarding gesture use in pronunciation teaching in Swedish courses at university and sfi (Swedish for immigrants). Through video-recorded interviews with six teachers, analyzed by using teacher cognition as a framework, the study reveals a discrepancy between the teachers' articulated beliefs and observed practices: some teachers use gestures without conscious awareness. Gesture use among several of the teachers appears to function as implicit knowledge rather than a conscious pedagogical strategy. However, a difference between institutional contexts was observed, as a teacher within sfi mentions that there are collegial conversations about gesture use. The findings indicate a need for research on the effects of gestures in pronunciation teaching and teacher education that explicitly addresses gesture use.