English Pronunciation Instruction

Research-based insights

| Ss. Cyril and Methodius University, Skopje
| University of Grenoble-Alpes
| University of Murcia
ISBN 9789027209351 | EUR 99.00 | USD 149.00
e-BookOrdering information
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]  Expected October 2021.  xix, 384 pp. + index
Publishing status: In production
Table of Contents
This is a provisional table of contents, and subject to changes.
List of tables
List of figures
Chapter 1. Advancing towards research-informed pronunciation pedagogy
Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
Part I. Linking research and practice
Chapter 2. Connecting the dots between pronunciation research and practice
John M. Levis
Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching
Tanja Angelovska
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
Chapter 5. Cause for optimism: Non-native pre-service teacher’s attitudes towards and beliefs about accent
Kristýna Červinková Poesová and Klára Lancová
Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students’ perspective
Malgorzata Baran-Lucarz
Chapter 7. Pronunciation learning strategies: A task-based perspective
Magdalena Szyszka
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
Chapter 9. Rationale and design of a study of foreign accented academic English
Daniel John Frost and Alice Henderson
Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions?
Sylwia Scheuer and Céline Horgues
Part IV. Investigating learners’ output
Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers
Yulia Lavitskaya and Antonina Zagorodniuk
Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners
Ivana Duckinoska
Part V. Exploring tools and techniques
Chapter 13. Integrating prosodic features in a children’s English course
Veronika Vonzová and Radek Skarnitzl
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
Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention
Beata Walesiak
BIC Subject: CFDC – Language acquisition
BISAC Subject: FOR007000 – FOREIGN LANGUAGE STUDY / English as a Second Language