English Pronunciation Teaching

Theory, Practice and Research Findings

Edited by Veronica G. Sardegna, Anna Jarosz

Publication date:

17 March 2023

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781800410497

This book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors’ empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.

Abbreviations and Acronyms

Phonetic Symbols

Contributors

Preface

Part 1: Introduction

Chapter 1. Veronica G. Sardegna and Anna Jarosz: Introduction

Chapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and Teaching

Part 2: Theoretical Perspectives

Chapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know

Chapter 4. Marnie Reed: The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation

Chapter 5. Mirosław Pawlak: The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda

Chapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish Case

Part 3: Practical Perspectives and Research Findings

Chapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules

Chapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning Strategies

Chapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with Perception

Chapter 10. Anastazija Kirkova-Naskova: Learners’ Views on the Usefulness of L2 Perceptual Training

Chapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills

Chapter 12. Anna Jarosz: Exploring how Teachers’ Pronunciation Beliefs Affect their Classroom Practices

Chapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices

Part 4: Teacher Preparation

Chapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach Pronunciation

Chapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher Preparation

Chapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students

Chapter 17. Małgorzata Baran-Łucarz: Teaching Pronunciation to Older Adult EFL Learners

Part 5: Conclusion

Chapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future Directions

Index

This broad collection of work on the learning and teaching of L2 English pronunciation is invaluable to researchers, teachers and teacher educators. Research-informed pronunciation teaching takes a step forward with this volume, showing us how to learn from our collective experience and apply new knowledge about pronunciation learning and teaching.