Overview

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.

Full Product Details

Author:   Veronica G. Sardegna ,  Anna Jarosz
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 2.00cm , Length: 23.40cm
Weight:   0.600kg
ISBN:  

9781800410497

ISBN 10:   1800410492
Pages:   304
Publication Date:   17 March 2023
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

Reviews

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. * Una Cunningham, Stockholm University, Sweden *

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. * Una Cunningham, Stockholm University, Sweden * For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I’m thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada * This volume brings together an excellent collection of inspiring theoretical and methodological studies by leading scholars in the field of pronunciation teaching and learning. It offers very insightful research perspectives on second language pronunciation, making an extremely valuable contribution to bridging the gap between research and practice. * Joan C. Mora, Universitat de Barcelona, Spain *

This volume brings together an excellent collection of inspiring theoretical and methodological studies by leading scholars in the field of pronunciation teaching and learning. It offers very insightful research perspectives on second language pronunciation, making an extremely valuable contribution to bridging the gap between research and practice. * Joan C. Mora, Universitat de Barcelona, Spain * 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. * Una Cunningham, Stockholm University, Sweden * For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I’m thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada *

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. * Una Cunningham, Stockholm University, Sweden * For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I'm thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada *

Author Information

Veronica G. Sardegna is Adjunct Faculty of ESL, World Languages and Teacher Education in the Department of Instruction and Leadership in Education at Duquesne University, USA. She has published extensively on topics related to English pronunciation teaching, intercultural learning and instructional technology. In 2021, she received the D. Scott Enright Interest Section Service Award for her outstanding service to TESOL. Anna Jarosz is Assistant Professor in the Department of English Language and Applied Linguistics at the University of Lodz, Poland. Her professional interests include pronunciation teaching and learning with a focus on individual learner differences, motivation and strategy use.

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