Choosing an appropriate pronunciation model for the ELT classroom in Hong Kong: A sociolinguistic inquiry

Keyphrases

• Hong Kong 100%
• English Teaching 100%
• Sociolinguistics 100%
• Pronunciation Model 100%
• Native Speaker 50%
• Pronunciation 40%
• Learning Objectives 30%
• English Language Learners 30%
• Pronunciation Teaching 30%
• Speaker Accent 30%
• Questionnaire Survey 20%
• Structured Questionnaire 20%
• Document Analysis 20%
• Non-native 20%
• Teacher Education 20%
• Teaching Curriculum 20%
• Academic Level 20%
• Language Content 20%
• World Englishes 20%
• Native Model 20%
• Verbal Guise Technique 20%
• Received Pronunciation 20%
• Materials Education 20%
• Teaching Practice 10%
• First Section 10%
• Structured Interview 10%
• English Teachers 10%
• Language Use 10%
• Applied Linguistics 10%
• Mother Tongue 10%
• Quantitative Methods 10%
• Data Collection Methods 10%
• Qualitative Data Collection 10%
• Multiple Levels 10%
• Contextual Variation 10%
• Learning Experience 10%
• Anglophone 10%
• Education Level 10%
• Adverse Reactions 10%
• Teaching-learning 10%
• Mixed Methodology 10%
• Triangulation 10%
• Curriculum Evaluation 10%
• Local Culture 10%
• Social Status 10%
• Professional English 10%
• Classroom Context 10%
• Scholarly Attention 10%
• Diverse Groups 10%
• Sociolinguistic Perspective 10%
• Pedagogical Model 10%
• Communicative Competence 10%
• Teaching Speaking 10%
• Education Settings 10%
• English Proficiency 10%
• Language-in-education Policy 10%
• Long-term Development 10%
• Learning English 10%
• Local Identity 10%
• School Practices 10%
• English as a Lingua Franca 10%
• Strategies to Overcome 10%
• English Learning 10%
• Stakeholder Experience 10%
• Teaching Materials 10%
• Multilingual Context 10%
• International Communication 10%
• Instrumental Value 10%
• Second Language Learners 10%
• Spoken English 10%
• English Use 10%
• Higher Education Levels 10%
• Native Speaker Norms 10%
• New Englishes 10%
• Pronunciation Errors 10%
• Language Needs 10%
• Hong Kong English 10%
• English Accents 10%
• Pluricentric 10%
• Accent Variation 10%
• Globalization of English 10%
• Expanding Circle 10%
• Exonormative 10%
• Teaching Teachers 10%
• Public Assessment 10%
• Curriculum Education 10%
• Language Teaching Contexts 10%
• Depth Comparison 10%
• General American 10%
• Outer Circle 10%
• Endonormative Nativised Model 10%
• English as a Medium of Instruction 10%
• Teaching Listening 10%

Arts and Humanities

• English 100%
• Hong Kong 100%
• English language teaching 100%
• Native Speaker 80%
• Accent 70%
• English learners 30%
• Case Study 20%
• Non-native speakers 20%
• guise 20%
• World Englishes 20%
• Circle 10%
• Contextual 10%
• Scholars 10%
• English teachers 10%
• Applied Linguistics 10%
• Mother Tongue 10%
• Interactive 10%
• Language use 10%
• Communicative Competence 10%
• Anglophone 10%
• Limitations 10%
• L2 learners 10%
• Teaching English 10%
• Second language 10%
• Holistic 10%
• Appropriateness 10%
• Learning English 10%
• English proficiency 10%
• Level of Education 10%
• Quantitative Method 10%
• Local culture 10%
• Medium of instruction 10%
• International Communication 10%
• Qualitative Data 10%
• Spoken English 10%
• English as a Lingua Franca 10%
• English learning 10%
• English accents 10%
• Language needs 10%
• Instrumental value 10%
• Language-in-education policy 10%
• Local identity 10%
• Teaching Context 10%
• Multilingualism 10%

Social Sciences

• English 100%
• Language Instruction 100%
• Hong Kong 100%
• Sociolinguistics 100%
• Native Speaker 42%
• Focus Group 10%
• Non-Native Speaker 10%
• Documentary Analysis 10%
• Semi-Structured Interview 5%
• Teaching Practice 5%
• Educational Policy 5%
• Communicative Competence 5%
• Level of Education 5%
• Qualitative Method 5%
• Quantitative Method 5%
• Education Level 5%
• Teaching Material 5%
• Applied Linguistics 5%
• International Communication 5%
• Data Collection Method 5%
• Multilingualism 5%
• English as a Lingua Franca 5%
• Mother Tongue 5%
• Teaching Context 5%
• Learning Experiences 5%