English Pronunciation Instruction

Research-based insights

Editors
| Ss. Cyril and Methodius University, Skopje
| University of Grenoble-Alpes
| University of Murcia
HardboundForthcoming
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]  Expected October 2021.  xix, 388 pp.
Publishing status: Printing
Table of Contents
List of tables
vii–viii
List of figures
ix–x
Acknowledgements
xi
Contributors
xiv–xix
Chapter 1. Advancing towards research-informed pronunciation pedagogy
Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
2–13
Part I. Linking research and practice
18–59
Chapter 2. Connecting the dots between pronunciation research and practice
John M. Levis
18–37
Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching
Tanja Angelovska
40–59
Part II. Surveying beliefs, attitudes and classroom practices
64–171
Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices
Alma Vančura and Draženka Molnar
64–90
Chapter 5. Cause for optimism: Non-native pre-service teacher’s attitudes towards and beliefs about accent
Kristýna Červinková Poesová and Klára Lancová
92–117
Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students’ perspective
Malgorzata Baran-Lucarz
120–146
Chapter 7. Pronunciation learning strategies: A task-based perspective
Magdalena Szyszka
148–171
Part III. Using corpora to inform instruction
176–251
Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching
Sophie Herment and Anne Tortel
176–195
Chapter 9. Rationale and design of a study of foreign-accented academic English
Daniel John Frost and Alice Henderson
198–222
Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions?
Sylwia Scheuer and Céline Horgues
224–251
Part IV. Investigating learners’ output
256–301
Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers
Yulia Lavitskaya and Antonina Zagorodniuk
256–277
Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners
Ivana Duckinoska
280–301
Part V. Exploring tools and techniques
306–384
Chapter 13. Integrating prosodic features in a children’s English course
Veronika Vonzová and Radek Skarnitzl
306–326
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
328–355
Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention
Beata Walesiak
358–384
Index
385
Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: FOR007000 – FOREIGN LANGUAGE STUDY / English as a Second Language
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2021026187 | Marc record