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Review published In:
25 years of Intelligibility, Comprehensibility and Accentedness
Edited by John M. Levis, Tracey M. Derwing and Murray J. Munro
[Journal of Second Language Pronunciation 6:3] 2020
► pp. 505–510
Book review

John M. Levis (2018). Intelligibility, oral communication, and the teaching of pronunciation

Reviewed by
| Brock University
Article outline
  • Part I.A framework for the teaching of spoken language
  • Part II.Word-based errors and intelligibility
  • Part III.Discourse-based errors and intelligibility
  • Part IV.Teaching and research approaches to intelligibility
  • Conclusion
  • References
Published online: 7 July 2020
DOI logo
https://doi.org/10.1075/jslp.20021.tho
References
Derwing, T. M., & Munro, M. J.
(2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins Publishing Company. DOI logoGoogle Scholar
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(2007) The practice of English language teaching. Harlow, England: Pearson Longman.Google Scholar
Jenkins, J.
(2000) The phonology of English as an international language. Oxford University Press.Google Scholar
Levis, J. M.
(2019) Cinderella No More: Leaving Victimhood Behind. Speak Out, 601, 7–14. Newsletter of the IATEFL Pronunciation Special Interest Group.Google Scholar
Munro, M. J., & Derwing, T. M.
(1995) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. DOI logoGoogle Scholar
Thomson, R. I., & Derwing, T. M.
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. DOI logoGoogle Scholar