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Editorial published In: Journal of Second Language Pronunciation
Vol. 7:2 (2021) ► pp.141–153

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Editorial

L2 pronunciation research and teaching

The importance of many languages

 | Iowa State University


This article is available free of charge.

Published online: 21 September 2021
DOI logo with link
https://doi.org/10.1075/jslp.21037.lev
Abstract
Research on L2 pronunciation needs to occur in a much wider range of languages in order to ensure that findings are not just applicable to dominant languages. This paper argues that research on a wider variety of languages will be valuable for understanding different contexts of learning/instruction, different types and combinations of phonological features, and different instructional approaches. The field especially needs two parallel and interrelated threads of research and teaching-oriented publications. The first is descriptions of and materials for teaching pronunciation in particular languages. The second is research that is built around questions of practical interest and theoretically-motivated models of L2 speech perception and production.
Article outline
  • Introduction
  • Differences in contexts of learning and instruction
  • Differences in phonological features
  • Differences in instructional approaches
  • What do we need going forward?
  • This issue
  • Full-length articles
    • Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools (Kieseier)
    • Teacher cognition of pronunciation teaching: The techniques teachers use and why (Couper)
    • Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction: A critical survey (Foote & Thomson)
    • Assessing the state of the art in longitudinal L2 pronunciation research: Trends and future directions (Nagle)
    • Punching through the barrier: Using gesture to activate productive oral vocabulary (Mister, Baker, Chen)
  • Reviews
  • References
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