Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers’ own experience (e.g. amount of teacher training and teaching experience). However, no research has to date focused on how teachers’ experience and their beliefs are intertwined, possibly affecting teacher assessments of L2 speakers’ pronunciation. For this study, 77 Japanese pre-service teachers of English completed an online questionnaire examining their beliefs about the teaching of English pronunciation and eliciting details about their L2 teaching and learning experience. Additionally, pre-service teachers assessed 40 Japanese secondary school students performing an extemporaneous speech task, rating these speakers for comprehensibility, accentedness, and fluency. Results showed that pre-service teachers could be categorized into two distinct profiles, defined by joint contributions of pre-service teachers’ experience (a mixture of language learning/teaching experience and pronunciation-related instruction) and their beliefs (teachability of L2 pronunciation and approaches to its teaching). Pre-service teachers with more experience appeared to be more skeptical about how (easily) L2 pronunciation can be learned and taught and also provided harsher accentedness ratings, compared to pre-service teachers with less experience, revealing links between experience, beliefs, and speech assessments. Taken together, the findings reveal how pre-service teachers’ experience might shape their beliefs and assessments, implying that teacher educators must encourage future teachers to hold positive views about the teachability of L2 pronunciation by shifting their attention toward communicatively oriented dimensions of L2 speech and by providing teachers with pedagogical skills to target these dimensions.
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