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English Pronunciation Instruction
Research-based insights
English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice. The volume’s 15 chapters cover a range of aspects that are central to pronunciation teaching, including the teaching of different segmental and suprasegmental features, teachers’ and learners’ views and practices, types and sources of learners’ errors, feedback and assessment, tools and strategies for pronunciation instruction, reactions towards accented speech, as well as the connection between research and teaching. Chapters offer a fully developed section on pedagogical implications with insightful suggestions for classroom instruction. This format and the variety of topics will be informative for researchers, language teachers, and students interested in English pronunciation, as it explores the diverse challenges learners of different L1 backgrounds face, and also provides research-informed techniques and recommendations on how to cope with them.
[AILA Applied Linguistics Series, 19] 2021. xix, 388 pp.
Publishing status: Available
Published online on 15 September 2021
Published online on 15 September 2021
© John Benjamins
Table of Contents
- List of tables | pp. vii–viii
- List of figures | pp. ix–x
- Acknowledgements | pp. xi–12
- Contributors | pp. xiii–xix
- Chapter 1. Advancing towards research-informed pronunciation pedagogyAnastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González | pp. 1–13
- Part I. Linking research and practice
- Chapter 2. Connecting the dots between pronunciation research and practiceJohn M. Levis | pp. 17–37
- Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teachingTanja Angelovska | pp. 39–59
- Part II. Surveying beliefs, attitudes and classroom practices
- Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practicesAlma Vančura and Draženka Molnar | pp. 63–90
- Chapter 5. Cause for optimism: Non-native pre-service teachers’ attitudes towards and beliefs about accentKristýna Červinková Poesová and Klára Lancová | pp. 91–117
- Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students’ perspectiveMałgorzata Baran-Łucarz | pp. 119–146
- Chapter 7. Pronunciation learning strategies: A task-based perspectiveMagdalena Szyszka | pp. 147–172
- Part III. Using corpora to inform instruction
- Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teachingSophie Herment and Anne Tortel | pp. 175–196
- Chapter 9. Rationale and design of a study of foreign-accented academic EnglishDan Frost and Alice Henderson | pp. 197–222
- Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions?Sylwia Scheuer and Céline Horgues | pp. 223–252
- Part IV. Investigating learners’ output
- Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakersYulia Lavitskaya and Antonina Zagorodniuk | pp. 255–278
- Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learnersIvana Duckinoska | pp. 279–302
- Part V. Exploring tools and techniques
- Chapter 13. Integrating prosodic features in a children’s English courseVeronika Vonzová and Radek Skarnitzl | pp. 305–326
- Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowelsMireia Ortega, Ingrid Mora-Plaza and Joan C. Mora | pp. 327–356
- Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retentionBeata Walesiak | pp. 357–384
- Index | p. 385
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Cited by two other publications
Ali, Saandia, Marie Garnier & Linda Terrier
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