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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.
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.
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