Address: Centre for Language and Communication Studies,
Trinity College Dublin,
Pronunciation, English language teaching, learner identity, L2 motivation, autonomous learning, drama in language education.
- Ph.D. thesis - completed 2011: "Learner identity, motivation and autonomy in EFL pronunciation learning: Development and evaluation of a pedagogical model" Presentation of a theory of pronunciation learning based on a hypothesised association between pronunciation and identity. The study includes the implementation and evaluation of the resulting pedagogical model with adult EFL learners.
- English Pronunciation Teaching in Europe Survey (EPTiES) - 2010 to date: Collaborative project with partners in nine European universities, aiming to establish the pronunciation teaching practices of English language teachers around Europe.
- Murphy, D. (2010). Addressing individual learner needs in the pronunciation classroom: The role of identity and motivation. In E. Waniek-Klimczak (Ed.), Issues in Accents of English: Variability and Norm 2 (pp. 185-200). Cambridge: Cambridge Scholars Publishing.
- Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(4), pp. 10-18.
- Carson, L. & Murphy D. (forthcoming). Creating dramatic tasks: the ELP in EAP. In Dalziel, F. & Ruane, M., The role of the Common European Framework of Reference for languages (CEFR) and the European Language Portfolio (ELP) in higher education. De Gruyter Mouton.
- Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunningham, U., Curnick, L. (forthcoming). The English Pronunciation Teaching in Europe Survey: Initial results of a pilot study. Paper presented at Accents 2011, Lodz, Poland.
- Murphy, D. (2008). Addressing individual learner needs in the
pronunciation classroom: The role of identity and motivation. Paper
presented at Accents 2008, Łódź, Poland.
- Murphy, D. (2008). Identity and motivation in a learner autonomy-based
L2 pronunciation pedagogy. Paper presented at AILA 2008: 15th World
Congress of Applied Linguistics, Essen, Germany.
- Murphy, D. (2008). A poststructuralist view of identity in EFL
pronunciation instruction. Paper presented at the IRAAL Postgraduate
Symposium, Dublin, Ireland.
- Murphy, D. (2009). English pronunciation teaching in the Irish EFL
classroom: Challenges and opportunities. Paper presented at the
International Conference on English Pronunciation: Issues & Practices
(EPIP), Chambéry, France.
- Murphy, D. (2009). “I want to sound like that”: Motivation and the
Ideal L2 Self in L2 pronunciation. Paper presented at the The 4th
Newcastle Postgraduate Conference in Theoretical and Applied
Linguistics, Newcastle, UK.
- Murphy, D. (2009). Learner identity as a factor in accent variability: A pedagogical study. Paper presented at Accents 2009, Łódź, Poland.
- 10th September 2011: ‘English pronunciation and the individual learner: An investigation of EFL learners’ pronunciation motivation’ – EUROSLA 21, Stockholm, Sweden.
- 14th October 2011: ‘From theory to practice: A conceptualisation of L2 pronunciation teaching and learning’ – poster presentation, ILinC Interdisciplinary Linguistics Conference, Queen’s University Belfast, UK.
- 6th February 2012: ‘Individualising L2 pronunciation instruction: The case for addressing learner identity’. 2nd Postgraduate Student Seminar, School of Linguistic, Speech and Communication Sciences, Trinity College Dublin.