Journal of Second Language Pronunciation

Editorial
• Teaching prosody in research studies: How researchers make decisions about pedagogy in research studies
  John M. Levis | pp. 285–288
Special Section on Pedagogical Decisions for Prosody Teaching
• Crash modules to help Persians speak more intelligible and comprehensible English, emphasizing either production or perception of either sounds or melodies
  Vincent J. van Heuven & Mahmood Yenkimaleki | pp. 289–301
• Teaching contrastive stress to lower-proficiency learners
  John M. Levis | pp. 302–311
• The pedagogy for teaching suprasegmental features
  Esmat Shamsi & Hossein Bozorgian | pp. 312–322
• Bottom’s up for listening: The effect of pronunciation instruction on L2 listening comprehension
  Elizabeth M. Kissling | pp. 323–331
• The pedagogy of training Chinese students’ intonation online
  Yan Jiang & Dorothy M. Chun | pp. 332–339
• 
  A pedagogical note on teaching L2 prosody and speech sounds using hand gestures
  Peng Li, Florence Baills, Charlotte Alazard-Guiu, Lorraine Baqué & Pilar Prieto | pp. 340–349
• A closer look at the Supra Tutor’s prosody lessons and the pedagogical and technological rationale behind them
  Edna F. Lima | pp. 350–361
Full-length Article
• Dialect-specificity and learners’ L2 perceptual resilience after study abroad
  Elena Schoonmaker-Gates | pp. 362–383
Reviews
• Di Liu, Tamara Jones & Marnie Reed. 2022. Phonetics in Language Teaching
  Reviewed by Ingrid Mora-Plaza | pp. 384–389
• Teaching perspectives: German
  Ines Martin & Carolin Jolitz | pp. 390–397
• SAIT 汉语 (SAIT Hanyu): A pronunciation training app for second language Chinese learners
  Bihua Chen | pp. 398–404

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