<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902023000100129</article-id>
<article-id pub-id-type="doi">10.15446/profile.v25n1.101156</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Comparing L2 Teachers&#8217; Practices With Learners&#8217; Perceptions of English Pronunciation Teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Comparación de las prácticas de profesores de L2 con las percepciones de los estudiantes sobre la enseñanza de la pronunciación del inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burri]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Wollongong  ]]></institution>
<addr-line><![CDATA[Wollongong ]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>129</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902023000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902023000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902023000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers&#8217; provision of oral corrective feedback meets the students&#8217; preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers&#8217; practices and students&#8217; perceptions. Factors such as the curriculum, instructors&#8217; beliefs about second language learning, and their confidence play a role in this discrepancy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio compara -mediante encuestas de estudiantes, entrevistas semiestructuradas de los profesores y observaciones de clase- las prácticas de pronunciación de tres profesores de inglés (dos trabajan en Australia y uno en Japón) con la percepción de sus estudiantes (n = 49). Se encontró que los estudiantes quieren aprender y mejorar su pronunciación, y que la provisión de correcciones orales de los profesores cubre sus preferencias. Sin embargo, las técnicas de control (centradas en el profesor) y la falta de oportunidades para practicar la pronunciación sugieren incongruencias entre las prácticas de los profesores y la percepción de los estudiantes. Factores como el currículum, las creencias de los profesores sobre el aprendizaje de lenguas y la autoconfianza explican esta discrepancia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[language learners]]></kwd>
<kwd lng="en"><![CDATA[learner perceptions]]></kwd>
<kwd lng="en"><![CDATA[pronunciation]]></kwd>
<kwd lng="es"><![CDATA[aprendices de inglés]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[percepción del estudiante]]></kwd>
<kwd lng="es"><![CDATA[pronunciación]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[Busch]]></surname>
<given-names><![CDATA[M.]]></given-names>
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<name>
<surname><![CDATA[Cumming]]></surname>
<given-names><![CDATA[A.]]></given-names>
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</person-group>
<article-title xml:lang=""><![CDATA[Do adult ESL learners&#8217; and their teachers&#8217; goals for improving grammar in writing correspond?]]></article-title>
<source><![CDATA[Language Awareness]]></source>
<year>2014</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>234-54</page-range></nlm-citation>
</ref>
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</back>
</article>
