English Pronunciation Teaching

Description

Takes the stance that pronunciation should be taught to improve comprehensibility and not to gain a native-like accent

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

Sujets

• Disciplines
• Language Arts
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• EFL
• TESOL
• English as a foreign or second language
• Professional
• Pronunciation
• Psycholinguistics
• Postgraduate education
• Language acquisition
• Research
• Electronic Sports League
• Postgraduate
• FLA
• SLA

Informations

• Publié par: Channel View Publications
• Date de parution: 17 mars 2023
• Nombre de lectures: 15
• EAN13: 9781800410510
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

English Pronunciation Teaching
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Professor Simone E. Pfenninger , University of Zurich, Switzerland
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 160
English Pronunciation Teaching
Theory, Practice and Research Findings
Edited by
Veronica G. Sardegna and Anna Jarosz
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/SARDEG0497
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Sardegna, Veronica G., editor. | Jarosz, Anna, editor.
Title: English Pronunciation Teaching: Theory, Practice and Research Findings/Edited by Veronica G. Sardegna and Anna Jarosz.
Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Second Language Acquisition: 160 | Includes bibliographical references and index. | Summary: “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”—Provided by publisher.
Identifiers: LCCN 2022050346 (print) | LCCN 2022050347 (ebook) | ISBN 9781800410480 (paperback) | ISBN 9781800410497 (hardback) | ISBN 9781800410503 (pdf) | ISBN 9781800410510 (epub)
Subjects: LCSH: English language—Pronunciation. | English language—Study and teaching. | LCGFT: Essays.
Classification: LCC PE1137 .E5665 2023 (print) | LCC PE1137 (ebook) | DDC 428.1/3071—dc23/eng/20230127
LC record available at https://lccn.loc.gov/2022050346
LC ebook record available at https://lccn.loc.gov/2022050347
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-049-7 (hbk)
ISBN-13: 978-1-80041-048-0 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Veronica G. Sardegna, Anna Jarosz and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by SAN Publishing Services.
Contents
Abbreviations and Acronyms
Phonetic Symbols
Contributors
Preface
Part 1: Introduction
1 Introduction
Veronica G. Sardegna and Anna Jarosz
2 Key Aspects of Pronunciation Learning and Teaching
Anna Jarosz
Part 2: Theoretical Perspectives
3 The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know
Veronica G. Sardegna
4 The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation
Marnie Reed
5 The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda
Mirosław Pawlak
6 English Pronunciation in a Context Between ESL and EFL: The Swedish Case
Mara Haslam
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
8 Intelligibility and Situated Pronunciation Learning Strategies
Magdalena Szyszka
9 Foreign Language Accent Imitation: Matching Production with Perception
Alice Henderson and Arkadiusz Rojczyk
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
12 Exploring How Teachers’ Pronunciation Beliefs Affect Their Classroom Practices
Anna Jarosz
13 L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices
Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen
Part 4: Teacher Preparation
14 Lessons Learned From Teaching Teachers to Teach Pronunciation
Tracey M. Derwing
15 Pronunciation Tutoring as Teacher Preparation
John M. Levis and Tim Kochem
16 Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students
Rebecca Oreto
17 Teaching Pronunciation to Older Adult EFL Learners
Małgorzata Baran-Łucarz
Part 5: Conclusion
18 Pronunciation Teaching: Lessons Learned and Future Directions
Veronica G. Sardegna and Anna Jarosz
Index
Abbreviations and Acronyms
ACTFL
American Council on the Teaching of Foreign Languages
AmE
American English
AS
Articulatory setting
ATI
Aptitude-treatment interaction
BA
Bachelor of Arts
BFr
Best French
BrE
British English
CAH
Contrastive Analysis Hypothesis
CDST
Complex Dynamic Systems Theory
CEFR
Common European Framework of Reference for Languages
CF
Corrective feedback
CFLG
Critical Foreign Language Geragogy
CG
Control group
CLIL
Content and Language Integrated Learning
CLT
Communicative Language Teaching
CRM
Covert Rehearsal Model
EF
Education First
EFL
English as a Foreign Language
EIL
English as an International Language
ELF
English as a Lingua Franca
EMI
English-Medium Instruction
ESL
English as a Second Language
ESP
English for Specific Purposes
FFI
Form-focused instruction
FL
Foreign language
GA
General American
H#
Hypothesis #
HI
High intelligibility
HVPT
High-variability phonetic training
ICC
Interclass correlation coefficient
ID
Individual differences
IELTS
International English Language Testing System
IG
Intervention group
IMI
Imitation
IPA
International Phonetic Alphabet
ITA
International Teaching Assistant
Key
Key syllable
KSR
Key Stress Rule
L1
First language, native language
L2
Second language
Left
Left syllable
LFC
Lingua Franca Core
LI
Low intelligibility
LSR
Left Stress Rule
MA
Master of Arts
MINECO
Ministry of Economy and Competitiveness
MRI
Magnetic resonance imaging
NF
Native French
NNS
Nonnative speaker
NS
Native speaker
PI
Pronunciation instruction
PLS
Pronunciation learning strategies
PSR
Prefix Stress Rule
PSTM
Phonological short-term memory
RP
Received pronunciation
RQ
Research question
S#
Student #
SEM
Structural equation modeling
SL
Second language
SLA
Second Language Acquisition
SLTC
Second Language Teaching Cognitions
SLTE
Second Language Teacher Education
STEM
Science, Technology, Engineering, and Mathematics
SWBAT
Students Will Be Able To
T#
Teacher #; time #
TA
Teaching assistant
TESL
Teaching English as a Second Language
TESOL
Teaching English to Speakers of Other Languages
TL
Target language
TOEFL
Test of English as a Foreign Language
U3A
Third Age Universities
VSR
V/VC stress rule
WM
Working memory
WTC
Willingness to communicate
Phonetic Symbols
The International Phonetic Alphabet (IPA) represents nearly any vowel and consonant sound made by humans. Figure 0.1 displays the IPA Consonant Chart and Figure 0.2 displays the IPA Vowel Chart. These charts identify the place and manner of articulation for each sound, voicing characteristics for consonants and vowel (un)roundness. For symbols representing diacritics, such as aspiration and devoicing, and suprasegmental features, such as primary and secondary stress, see https://www.internationalphoneticassociation.org/content/ipa-chart .

Figure 0.1 IPA Consonant Chart, http://www.internationalphoneticassociation.org/content/ipa-chart , available under a Creative Commons Attribution-Sharealike 3.0 Unported License. Copyright © 2015 International Phonetic Association

Figure 0.2 IPA Vowel Chart, http://www.internationalphoneticassociation.org/content/ipa-chart , available under a Creative Commons Attribution-Sharealike 3.0 Unported License. Copyright c 2015 International Phonetic