This study investigates instructors' treatment of pronunciation in natural, task-supported intermediate-level Spanish FL lessons. Using taped classroom observations, stimulated recall protocols and in-depth interviews, instructors' in-class actions are discussed in relationship to their reported perceptions, and with respect to their individual background variables. A publication with a portion of this data is forthcoming:

Long, A. Y. (in press). Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback. In Gurzynski-Weiss,  L. (Ed.). Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors. Amsterdam/Philadelphia: John Benjamins.