In:English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. v–vi
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Published online: 13 October 2021
https://doi.org/10.1075/aals.19.toc
https://doi.org/10.1075/aals.19.toc
Table of contents
List of tablesVII
List of figuresIX
AcknowledgementsXI
ContributorsXIII
Chapter 1.Advancing towards research-informed pronunciation pedagogy1
Anastazija Kirkova-Naskova
Alice Henderson
Jonás Fouz-González
Part I.Linking research and practice
Chapter 2.Connecting the dots between pronunciation research and practice17
John Michael Levis
Chapter 3.When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation
teaching39
Tanja Angelovska
Part II.Surveying beliefs, attitudes and classroom practices
Chapter 4.Teaching English pronunciation in Croatian elementary schools: Views and practices63
Alma Vančura
Draženka Molnar
Chapter 5.Cause for optimism: Non-native pre-service teachers’ attitudes towards
and beliefs about accent91
Kristýna Červinková Poesová
Klára Lancová
Chapter 6.Summative and formative pronunciation assessment in Polish secondary
schools: The students’ perspective119
Małgorzata Baran-Łucarz
Chapter 7.Pronunciation learning strategies: A task-based perspective147
Magdalena Szyszka
Part III.Using corpora to inform instruction
Chapter 8.The intonation contour of non-finality revisited: Implications for EFL teaching175
Sophie Herment
Anne Tortel
Chapter 9.Rationale and design of a study of foreign-accented academic
English197
Dan Frost
Alice Henderson
Chapter 10.Corrective feedback and unintelligibility: Do they work in tandem during
tandem interactions?223
Sylwia Scheuer
Céline Horgues
Part IV.Investigating learners’ output
Chapter 11.Acquisition of English onset consonant clusters by L1 Chinese
speakers255
Yulia Lavitskaya
Antonina Zagorodniuk
Chapter 12.Vowel reduction in English grammatical words by Macedonian EFL
learners279
Ivana Duckinoska
Part V.Exploring tools and techniques
Chapter 13.Integrating prosodic features in a children’s English course305
Veronika Vonzová
Radek Skarnitzl
Chapter 14.Differential effects of lexical and non-lexical high-variability phonetic
training on the production of L2 vowels327
Mireia Ortega
Ingrid Mora-Plaza
Joan C. Mora
Chapter 15.Mobile apps for pronunciation training: Exploring learner engagement and retention357
Beata Walesiak
Index385
