Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.

中文翻译：

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“最重要的是让他们意识到”：教师元语言知识与显性二语发音教学的案例研究

虽然显性指导可以有效帮助第二语言（L2）学习者发展可理解的发音，但有必要了解二语教师在课堂上系统地实施这种显性发音指导的原因和方式。由于其在提高学习者的发音技能方面发挥着关键作用，因此有必要了解教师在不同情况下实施显性指导背后的基本原理。实施显性发音教学的分析的一个关键方面是教师的元语言知识，它可以展示发音教师在显性教学中以易于理解的方式向学习者呈现语音内容的能力的关键组成部分。本案例研究分析了一位经验丰富的英语作为外语 (EFL) 教师在第二语言发音教学中的元语言知识。本研究的结果采用定性数据收集方法（例如半结构化访谈、课堂观察和刺激回忆访谈）和Freeman（2020）语言教学框架知识库，展示了经验丰富的教师的元语言知识如何影响明确的二语发音教学的实施，以及教师的元语言如何塑造学习者在课堂不同活动中可以使用的语言类型。还讨论了这些结果对第二语言发音教学法培训教师的影响。