English Pronunciation Instruction

Research-based insights

Editors

Anastazija Kirkova-Naskova | Ss. Cyril and Methodius University, Skopje

Alice Henderson | University of Grenoble-Alpes

Jonás Fouz-González | University of Murcia

Hardbound – Available

ISBN 9789027209351 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027259073 | EUR 99.00 | USD 149.00

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

https://doi.org/10.1075/aals.19

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 pedagogy

Anastazija 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 practice

John M. Levis | pp. 17–37

Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching

Tanja Angelovska | pp. 39–59

Part II. Surveying beliefs, attitudes and classroom practices

Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices

Alma Vančura and Draženka Molnar | pp. 63–90

Chapter 5. Cause for optimism: Non-native pre-service teachers’ attitudes towards and beliefs about accent

Kristýna Červinková Poesová and Klára Lancová | pp. 91–117

Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students’ perspective

Małgorzata Baran-Łucarz | pp. 119–146

Chapter 7. Pronunciation learning strategies: A task-based perspective

Magdalena Szyszka | pp. 147–172

Part III. Using corpora to inform instruction

Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching

Sophie Herment and Anne Tortel | pp. 175–196

Chapter 9. Rationale and design of a study of foreign-accented academic English

Dan 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 speakers

Yulia Lavitskaya and Antonina Zagorodniuk | pp. 255–278

Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners

Ivana Duckinoska | pp. 279–302

Part V. Exploring tools and techniques

Chapter 13. Integrating prosodic features in a children’s English course

Veronika 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 vowels

Mireia Ortega, Ingrid Mora-Plaza and Joan C. Mora | pp. 327–356

Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention

Beata Walesiak | pp. 357–384

Index | pp. 385–388

Cited by

Cited by 1 other publications

Mora, Joan C. & Ingrid Mora-Plaza

2023. From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences 13:10 ► pp. 1042 ff.

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