English pronunciation teaching: theory, practice and research findings
"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 pronun...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bristol ; Jackson
Multilingual Matters
[2023]
|
| Schriftenreihe: | Second language acquisition
160 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | "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"-- |
| Beschreibung: | xvi, 284 Seiten Illustrationen 24 cm |
| ISBN: | 9781800410480 9781800410497 |
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Datensatz im Suchindex
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| adam_text | Contents Abbreviations and Acronyms vii Phonetic Symbols ix Contributors xi Preface xv Part 1: Introduction 1 Introduction Veronica G. Sardegna and Anna Jarosz З 2 Key Aspects of Pronunciation Learning and Teaching Anna Jarosz 8 Part 2: Theoretical Perspectives 3 4 5 6 The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know Veronica G. Sardegna The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation Marnie Reed 21 34 The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda Mirosław Pawlak 52 English Pronunciation in a Context Between ESL and EFL: The Swedish Case Mara Haslam 66 Part 3: Practical Perspectives and Research Findings 7 Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules Veronica G. Sardegna and Wayne B. Dickerson V 81
vi English Pronunciation 8 Intelligibility and Situated Pronunciation Learning Strategies Magdalena Szyszka 9 Foreign Language Accent Imitation: Matching Production with Perception Alice Henderson and Arkadiusz Rojczyk 98 115 10 Learners’ Views on the Usefulness of L2 Perceptual Training Anastazija Kirkova-Naskova 11 Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills Esther Gómez-Lacabex and Francisco Gallardo-del֊Puerto 151 Exploring How Teachers’ Pronunciation Beliefs Affect Their Classroom Practices Anna Jarosz 168 L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen 185 12 13 134 Part 4: Teacher Preparation 14 Lessons Learned From Teaching Teachers to Teach Pronunciation Tracey Μ. Deriving 15 Pronunciation Tutoring as Teacher Preparation John Μ. Levis and Tim Kochem 16 Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students Rebecca Orėto 17 Teaching Pronunciation to Older Adult EFL Learners Małgorzata Baran-Lucarz 205 221 237 251 Part 5: Conclusion 18 Pronunciation Teaching: Lessons Learned and Future Directions Veronica G. Sardegna and Anna Jarosz 271 Index 282
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 prartices 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.
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| adam_txt |
Contents Abbreviations and Acronyms vii Phonetic Symbols ix Contributors xi Preface xv Part 1: Introduction 1 Introduction Veronica G. Sardegna and Anna Jarosz З 2 Key Aspects of Pronunciation Learning and Teaching Anna Jarosz 8 Part 2: Theoretical Perspectives 3 4 5 6 The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know Veronica G. Sardegna The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation Marnie Reed 21 34 The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda Mirosław Pawlak 52 English Pronunciation in a Context Between ESL and EFL: The Swedish Case Mara Haslam 66 Part 3: Practical Perspectives and Research Findings 7 Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules Veronica G. Sardegna and Wayne B. Dickerson V 81
vi English Pronunciation 8 Intelligibility and Situated Pronunciation Learning Strategies Magdalena Szyszka 9 Foreign Language Accent Imitation: Matching Production with Perception Alice Henderson and Arkadiusz Rojczyk 98 115 10 Learners’ Views on the Usefulness of L2 Perceptual Training Anastazija Kirkova-Naskova 11 Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills Esther Gómez-Lacabex and Francisco Gallardo-del֊Puerto 151 Exploring How Teachers’ Pronunciation Beliefs Affect Their Classroom Practices Anna Jarosz 168 L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen 185 12 13 134 Part 4: Teacher Preparation 14 Lessons Learned From Teaching Teachers to Teach Pronunciation Tracey Μ. Deriving 15 Pronunciation Tutoring as Teacher Preparation John Μ. Levis and Tim Kochem 16 Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students Rebecca Orėto 17 Teaching Pronunciation to Older Adult EFL Learners Małgorzata Baran-Lucarz 205 221 237 251 Part 5: Conclusion 18 Pronunciation Teaching: Lessons Learned and Future Directions Veronica G. Sardegna and Anna Jarosz 271 Index 282
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 prartices 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. |
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| spelling | English pronunciation teaching theory, practice and research findings edited by Veronica G. Sardegna and Anna Jarosz Bristol ; Jackson Multilingual Matters [2023] © 2023 xvi, 284 Seiten Illustrationen 24 cm txt rdacontent n rdamedia nc rdacarrier Second language acquisition 160 "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"-- Aussprache (DE-588)4003877-4 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf English language / Pronunciation English language / Study and teaching Essays (DE-588)4143413-4 Aufsatzsammlung gnd-content Englisch (DE-588)4014777-0 s Aussprache (DE-588)4003877-4 s Englischunterricht (DE-588)4014801-4 s DE-604 Sardegna, Veronica G. 1971- (DE-588)1288792557 edt Jarosz, Anna (DE-588)1220461172 edt Erscheint auch als Online-Ausgabe, EPUB 978-1-80041-051-0 Erscheint auch als Online-Ausgabe, PDF 978-1-80041-050-3 Second language acquisition 160 (DE-604)BV016521639 160 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034143902&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034143902&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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