Pronunciation Fundamentals
Evidence-based perspectives for L2 teaching and research
Authors
The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation–especially graduate students, language teachers, and experienced researchers–will find much value in this indispensible resource.
[Language Learning & Language Teaching, 42] 2015. xiii, 208 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Foreword | pp. xi–xii
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Acknowledgements | pp. xiii–xiv
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Chapter 1. Key concepts | pp. 1–12
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Chapter 2. Historical overview of pronunciation | pp. 13–28
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Chapter 3. A pedagogical perspective on L2 phonetic acquisition | pp. 29–54
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Chapter 4. Pronunciation errors and error gravity | pp. 55–76
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Chapter 5. Pronunciation instruction research | pp. 77–108
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Chapter 6. Assessment of L2 pronunciation | pp. 109–120
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Chapter 7. Technology in L2 pronunciation instruction | pp. 121–130
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Chapter 8. Social aspects of accent | pp. 131–152
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Chapter 9. The ethics of second language accent reduction | pp. 153–166
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Chapter 10. Future directions | pp. 167–174
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Glossary | pp. 175–182
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References | pp. 183–202
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Subject Index | pp. 203–204
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Author Index | pp. 205–208
“In a text that is engaging, informative, and sometimes provocative, Derwing and Munro synthesize decades of empirical research and show what aspects of pronunciation can—or should—be part of teachers’ instructional focus with second language learners. Graduate students and researchers will find a thorough critical review of previous studies and guidance for future research. The book covers research areas including the influence of first language on a second language speaker’s pronunciation, how age is related to acquiring the sounds and speech patterns of a second language, distinguishing accent from comprehensibility and intelligibility, the role of listeners in assessing pronunciation, and the ethics of “accent reduction” programs. Every page reveals the authors’ passionate commitment to understanding how pronunciation skills contribute to successful communication in a variety of language interactions. This book will convince you not only that pronunciation is an important part of second language teaching and learning but also that research in this area is absolutely fascinating.”
Patsy Lightbown, Concordia University, Montreal
“I have long waited for a book on pronunciation research that changes the ways we think about instruction. The wait is over. Knowledgeable readers will find this book thought provoking and challenging, while those who are new to the field will find its discussion of pronunciation research accessible and its teaching ideas approachable.”
John M. Levis, Iowa State University
“Written by internationally recognized authorities in the field of second language pronunciation learning and teaching, “Pronunciation fundamentals” offers a comprehensive, state-of-the-art treatment of historical, pedagogical, linguistic, social, and ethical issues involved in the teaching and assessment of second language pronunciation. A particular strength of this volume is its clear pedagogical focus informed by years of empirical work, including the authors’ own seminal research on pronunciation learning and teaching. A highly engaging read, “Pronunciation fundamentals” is a must-have not just for language teachers and researchers; it will be of great interest to anyone who has ever wondered how language users learn to speak in another language and how best to assist them in this challenge.”
Pavel Trofimovich, Concordia University, Montreal
“In the contested world of academic peer review, it a rare pleasure to be able to give an unreserved endorsement to a colleague’s work. I confess that I had high expectations for this book before reading it, having been inspired by the breadth and quality of Derwing and Munro’s innovative work throughout my academic career. This book has exceeded all expectations in terms of the substance, clarity of thought, comprehensiveness, and likely impact on research and pedagogical practice, with the pervasiveness of the authors’ own work in practically every chapter reflecting the centrality of their scholarship to so many lines of inquiry in our field. In conformity with their suggestion about the suitability of their volume for a broad readership, I wholeheartedly recommend the purchase and consumption of this book "for anyone who is interested in second language pronunciation" (p. xi) and believe that it will be a cherished and widely cited resource for many years to come.”
Talia Isaacs, Bristol University, in IATEFL PronSIG 54, 2016
“The book, written “to serve as a resource for anyone who is interested in second language pronunciation” (p. xi), stems from the long teaching and research experience of the authors, who provide a well-balanced account of research and pedagogical suggestions in connection with major challenges related to pronunciation. The structure of the book makes it possible for individual readers to choose aspects of interest rather than follow the order of issues raised by the authors; however, treated as a whole, the book makes a perfect text for the study of pronunciation in its full complexity. Raising important problems and issues related to pronunciation as seen from a student and teacher perspective, discussing strengths and weaknesses of relevant research and providing
a variety of insights into the development of research as well as pedagogy, the book manages to achieve what verges on the impossible: It is comprehensive and yet concise. Discussing sound research, it opens up new paths for further studies; referring to the authors’ experience, it provides food for thought and stimulates new ideas. Most importantly, perhaps, the book bridges the gap
between pronunciation research and teaching, showing how the former informs the latter. As it is only by better understanding of complex conditionings of pronunciation challenges faced by students that we can provide relevant instruction, the book offers an invaluable resource to all of us interested in pronunciation. And to make us enjoy researching and teaching pronunciation even
more, the book reads so well, being both engaging and engaged in the pronunciation instruction cause.”
a variety of insights into the development of research as well as pedagogy, the book manages to achieve what verges on the impossible: It is comprehensive and yet concise. Discussing sound research, it opens up new paths for further studies; referring to the authors’ experience, it provides food for thought and stimulates new ideas. Most importantly, perhaps, the book bridges the gap
between pronunciation research and teaching, showing how the former informs the latter. As it is only by better understanding of complex conditionings of pronunciation challenges faced by students that we can provide relevant instruction, the book offers an invaluable resource to all of us interested in pronunciation. And to make us enjoy researching and teaching pronunciation even
more, the book reads so well, being both engaging and engaged in the pronunciation instruction cause.”
Ewa Waniek-Klimczak, University of Lodz, in SSLLT 6(2): 345-348, 2016
“I found this book inspiring, motivating and enriching. Throughout, emphasis is placed on communicative goals: The authors successfully convince of the importance of a focus on comprehensibility and intelligibility, rather than on accentedness. This book has built an essential bridge between research and practice, thought-provoking for the specialist, as well as accessible and invaluably practical for anyone interested in L2 pronunciation.”
Isabelle Darcy, Indiana University, in Journal of Second Language Pronunciation 2(2): 285-288
“Most of all, I like that the book is written with the language teacher in mind as much as the researcher, and that it will be of use to those working in areas of L2 acquisition other than pronunciation. The style is clear and unfussy; key terms are explained and exemplified; research studies are made to seem relevant (not always an easy task); theories which are not obviously practically oriented are put into pedagogical context; and teachers are given a wide range of pointers in terms of what is useful, what to avoid, and where to go for support. I know of no other book that addresses all these aspects so thoroughly and so well, and would highly recommend it, both as a course text for students studying pronunciation teaching and learning on teacher training or teacher education programmes, and also as a reference for those interested in practical applications of pronunciation research.”
Jane Setter, University of Reading, in Applied Linguistics, 2016
“This book presents a reliable and informative academic resource in the area of L2 pronunciation. Most currently popular books in this field pertain to discussing phonetic and phonological aspects of the L2, ignoring the pedagogical concerns of phonetic instruction. This book, however, pays significant attention to that often-neglected area of instruction. An area of interest and value to researchers and teachers relates to the most neglected aspect of pronunciation teaching: classroom-based research on effective teaching strategies. This entails the observation of classes to gain fuller understanding of current teaching practices and then to devise more effective pronunciation instruction. This issue was raised in Chapters 5 and 10. In this vein, it should be noted that similar attention was called for in Baker’s (2011, 2014) research, which was among the first attempts to fill this gap [see also Alghazo (2013)]; however, this research was unfortunately recognised in this book. Overall, Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research is an invaluable contribution for both teachers and researchers in the field of L2 pronunciation.”
Sharif Alghazo, University of Jordan, in Australian Review of Applied Lingusitics 40:1, (2017), pag 96-100
“I thoroughly enjoyed reading this book, and I would recommend it for any masters course in Teaching English Language and Applied Linguistics for language teachers.”
Paul Tench, Cardiff University, in Journal of the International Phonetic Association 2018
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2018. Non-Native Attitudes to /θ/ and /ð/: A European Case Study. Research in Language 16:4 ► pp. 407 ff.
Veroňková, Jitka
2022. Míra cizineckého přízvuku v češtině polských mluvčích. Bohemistyka :3 ► pp. 463 ff.
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2020. Phonological Length of L2 Czech Speakers’ Vowels in Ambiguous Contexts as Perceived by L1 Listeners. In Speech and Computer [Lecture Notes in Computer Science, 12335], ► pp. 624 ff.
Walesiak, Beata
2021. Chapter 15. Mobile apps for pronunciation training. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 358 ff.
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2023. Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards. Asian-Pacific Journal of Second and Foreign Language Education 8:1
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2021. Linguistic Dimensions of Accentedness, Comprehensibility and Intelligibility: Exploring Listener Effects in American, Moroccan, Turkmen and Chinese Varieties of English. Chinese Journal of Applied Linguistics 44:4 ► pp. 520 ff.
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2022. Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture. The Modern Language Journal 106:2 ► pp. 429 ff.
Williams, Meinir & Sarah Cooper
2021. Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales. Languages 6:2 ► pp. 86 ff.
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Wrembel, Magdalena, Ulrike Gut, Romana Kopečková & Anna Balas
2022. The relationship between the perception and production of L2 and L3 rhotics in young multilinguals; an exploratory cross-linguistic study. International Journal of Multilingualism ► pp. 1 ff.
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2021. Effects of Segments, Intonation and Rhythm on the Perception of L2 Accentedness and Comprehensibility. In The Acquisition of Chinese as a Second Language Pronunciation [Prosody, Phonology and Phonetics, ], ► pp. 233 ff.
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2022. Enhancing the auditory usage of L2 e-storybooks by precedingly providing learners with perceptual intervention. Interactive Learning Environments ► pp. 1 ff.
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Zeinali Nejad, Majid, Mohammad Golshan, Amin Naeimi & Marco Tommasi
2021. The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement. Cogent Psychology 8:1
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2023. The role of auditory processing in L2 vowel learning: evidence from recasts. Humanities and Social Sciences Communications 10:1
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2021. Chapter 5. Cause for optimism. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 92 ff.
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2022. Developing Unbiased Teacher Identity in Pluri-Accent Reality: Research-Based Classroom Activities. Research in Language 20:1 ► pp. 35 ff.
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This list is based on CrossRef data as of 16 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General