Full Description
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction
In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom.
In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students' pronunciation abilities. Readers will also find:
A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students
Comprehensive explorations of the integration of pronunciation instruction into second language education
Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning
In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation
Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
Contents
1 Bridging the Research-Practice Gap in L2 Pronunciation 1
Tracey M. Derwing, John M. Levis, and Sinem Sonsaat-Hegelheimer
2 Integrating Pronunciation into Language Instruction 19
John M. Levis and Andrea Echelberger
3 Perception in Pronunciation Training 42
Ron I. Thomson
4 Making the Teaching of Segmentals Purposeful 61
Joshua Gordon
5 Making the Teaching of Suprasegmentals Accessible 85
Mary Grantham O'Brien
6 Classroom Research for Pronunciation 107
Veronica G. Sardegna and Alison McGregor
7 Using Technology to Explore L2 Pronunciation 129
Dorothy M. Chun and Yan Jiang
8 Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model 151
Donna M. Brinton, Michael Burri, and Amanda A. Baker
9 Effective Feedback for Pronunciation Teaching 174
Graeme Couper
10 Pronunciation Assessment in Classroom Contexts 194
Daniel R. Isbell and Mari Sakai
11 Pronunciation in Varied Teaching and Learning Contexts 215
Mark Tanner and Lynn Henrichsen
12 Pronunciation Teaching in EFL K-12 Settings 235
Elina Tergujeff
13 The Laboratory, the Classroom, and Online: What Works in Each Context 254
Ines A. Martin and Solène Inceoglu
14 Teaching Pronunciation in the Context of Multiple Varieties of English 273
Lucy Pickering and Meichan Huang
15 Research-Informed Materials for Pronunciation Teaching 293
Sinem Sonsaat-Hegelheimer and Shannon McCrocklin
Glossary 315
Index 329
