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This article reports the results of a survey on the content, objectives, and learning tasks of phonology courses as offered through MATESOL programs in the U.S. Participating MATESOL instructors from 70 different institutions contributed a total of 68 questionnaires, 2 partially completed questionnaires, and 58 course syllabi. The data analysis illuminates the nature of MATESOL phonology courses, including their requirement status, prerequisites, enrollment, course titles, targeted L2 teacher populations, content foci, participant tasks, required readings, and instructors' suggestions for course development. A final section posits six directions for enriching the quality of phonology courses in MATESOL programs.
John Murphy (Wed,) studied this question.
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