English pronunciation instruction : research-based insights / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González.

Format:

Book

Contributor:

Kirkova-Naskova, Anastazija, editor.

Henderson, Alice, 1967- editor.

Fouz-González, Jonás, 1986- editor.

Series:

AILA applied linguistics series ; Volume 19.

AILA Applied Linguistics Series ; Volume 19

Language:

English

Subjects (All):

English language--Pronunciation.

English language.

English language--Pronunciation by foreign speakers.

English language--Study and teaching--Foreign speakers.

Genre:

Essays.

Physical Description:

1 online resource (410 pages)

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2021]

Summary:

"English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice. The volume's 15 chapters cover a range of aspects that are central to pronunciation teaching, including the teaching of different segmental and suprasegmental features, teachers' and learners' views and practices, types and sources of learners' errors, feedback and assessment, tools and strategies for pronunciation instruction, reactions towards accented speech, as well as the connection between research and teaching. Chapters offer a fully developed section on pedagogical implications with insightful suggestions for classroom instruction. This format and the variety of topics will be informative for researchers, language teachers, and students interested in English pronunciation, as it explores the diverse challenges learners of different L1 backgrounds face, and also provides research-informed techniques and recommendations on how to cope with them"-- Provided by publisher.

Contents:

Intro

English Pronunciation Instruction

Editorial page

Title page

Copyright page

Table of contents

List of tables

List of figures

Acknowledgements

Contributors

Chapter 1. Advancing towards research-informed pronunciation pedagogy

Introduction

In search of the intersection between research and practice

Structure of the volume

Intended readership

References

Part I. Linking research and practice

Chapter 2. Connecting the dots between pronunciation research and practice

Background

Ongoing concerns about pedagogical implications

Why researchers and teachers have trouble communicating

Other differences between teachers and researchers

Where research can inform teaching

What teachers would find helpful

What researchers would find helpful

Conclusion

Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching

The multilingual classroom

Differences between L2 and L3 learners in pronunciation acquisition

Psycholinguistic accounts of L3/Ln pronunciation acquisition

Teaching L3/Ln pronunciation: Extensions and challenges

Pedagogical recommendations for L3/Ln pronunciation

Calls for action

Calls for teachers

Calls for researchers

Part II. Surveying beliefs, attitudes and classroom practices

Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices

Teaching pronunciation

The research study

Aim and research questions

Participants

Instrument

Procedure

Results and analysis

Attitudes to pronunciation

Teacher training

Textbook materials

Teaching practices and addressing pronunciation difficulties

Discussion of results and key findings.

Pedagogical implications

Appendix A. Questionnaire about the pronunciation and teaching practices of Croatian and English: Teacher's questionnaire

Appendix B. Questionnaire about the pronunciation and teaching practices of croatian and English: Learner's questionnaire

Chapter 5. Cause for optimism: Non-native pre-service teacher's attitudes towards and beliefs about accent

Introduction and theoretical framework

Attitudes towards English accents in the local educational contex

Self-report perspective on accentedness

Research aims

Research methodology

Data collection

Results and analyses

General view on English teachers

Current experience with university lecturers

Imagined teacher identity

Correlational analysis

Discussion

Pedagogical implications

Appendix A. Accent attitudes questionnaire

Appendix B. Prompts for an awareness-raising activity

Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students' perspective

Summative and formative assessment

Pronunciation assessment in the FL classroom

Method

Research questions

Data-gathering and analysis procedures

Results: Presentation and discussion

Quantitative data: Frequency of SA and FA of pronunciation

Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA

Qualitative data

Appendix. Questionnaire for students - assessment in secondary school

Thank you for joining the study!

Chapter 7. Pronunciation learning strategies: A task-based perspective

Previous research on pronunciation learning strategies

The current study.

Research questions

Stimulus materials

Instruments

Task 1 results: Vowel identification

Task 2 results: IPA-to-orthography

Task 3 results: Vowel matching

Task 4 results: Minimal pair matching and providing vowel symbols

Task 5 results: Identifying letters representing vowels and diphthongs

Task 6 results: Identifying schwa in a simple text

Discussion and key findings

Part III. Using corpora to inform instruction

Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching

Theoretical framework and previous research

The functions of intonation contours

Rising contours and speaking styles

Hypothesis and possible pedagogical implications

Corpus and method

Corpus

Results and discussion

Tonal distribution in the corpus

Results per speaker

The visualisation of prosody

The map task as a support for authentic oral production

Appendix. Four texts of the EUROM1 corpus recorded for the ANGLISH corpus

Chapter 9. Rationale and design of a study of foreign accented academic English

Context

European EMI: Speakers and listeners

Complex learning, cognitive load, and accentedness

Prosody and comprehensibility

Language transfer and its impact

IP-CAFES project

Research questions and hypotheses

Collecting the corpus recordings

Selecting and creating the stimuli

Creating and administering the perception tests

Using qualitative and quantitative data

Course content and format

Speaker training

Listener training

Appendix A. Read-aloud text.

Appendix B. IP-CAFES Listener questionnaire

Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions?

Methodology

The SITAF tandem corpus

Identifying corrective feedback instances

Identifying miscommunication instances

Corrective feedback instances

Miscommunication instances

Appendix. Post-recording questionnaires

Part IV. Investigating learners' output

Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers

The present study

The acquisition of English syllable structure by L1 Chinese speakers

Data analysis and results

Discussion of results and key findings

Phase 1. Familiarisation with initial consonant clusters

Phase 2. Contrasting and discrimination of initial consonant clusters

Phase 3. Follow-up practice

Conclusions

Appendix 1. Stimuli

Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners

Previous research studies on vowel reduction

The current study

Stimuli

Data analysis

Frequency of weak form use

Weak form use across proficiency levels

Weak forms use across word categories

Weak forms use across trained and untrained groups

Frequency of weak forms use across strong vowels

Appendix A. Stimulus materials and tasks for data collection.

Appendix B. Handout for raters to select the pronunciation variant they hear

Appendix C. Strong and weak forms of grammatical words used as target words

Part V. Exploring tools and techniques

Chapter 13. Integrating prosodic features in a children's English course

Prosodic features of English and Czech

Young learners and language teaching

Research objectives and hypotheses

English lessons

Example of a typical lesson

Materials and recording

Analyses

General discussion

Limitations

Funding

Appendix. Recording texts

Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels

Conditions in HVPT

Methods

Materials

Phonetic training

Testing

Procedures

Results

Generalisation effects

Training group effects

Appendix A. Stimuli

Appendix B. Parameter estimates

Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention

Computer-Assisted Pronunciation Training (CAPT)

Computer vs. mobile

Mobile (pronunciation) apps and affordances

Mobile-Assisted Pronunciation Training (MAPT)

Mobile app engagement and retention

Course description

RQ1: Importance of MAPT for learners

RQ2: App engagement and retention by learners

Apps

Index.

Notes:

Description based on print version record.

ISBN:

9789027259073

9027259070

OCLC:

1267403114