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Abstract
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The present study investigates how an experienced non-native speaker teacher approaches explicit pronunciation instruction in an English as a foreign language (EFL) context, and to understand the type of knowledge that shapes non-native speaker teacher practices in the classroom. The study highlights the importance of understanding the specific factors that shape and guide the techniques used by nonnative-speaking pronunciation teachers. The study will include a review of key background literature, a conceptual framework, and methodology used for data collection and analysis. The main findings of the investigation will be presented, along with their implications and concluding remarks. By analyzing the actual teaching practices and rationale behind these practices, the study provides valuable insights for pronunciation teaching. This is particularly important given the increasing number of nonnative-speaking English instructors worldwide and the potential benefits of their teaching models. The findings of this study contribute to a better understanding of how nonnative-speaking instructors implement explicit pronunciation instruction in EFL contexts, and can inform future research and training programs in second language teacher cognition. This can have implications for instructor training programs and curriculum development for interpreter trainees in EFL contexts.
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