9781119801528

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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.

John Levis is Professor of English and Applied Linguistics at Iowa State University, USA. He is a veteran ESL teacher, and his research is focused on second language acquisition, especially second language pronunciation.

Tracey Derwing is Professor Emeritus of TESL in the Department of Educational Psychology at the University of Alberta, Canada and an Adjunct Professor at Simon Fraser University. She focuses her research on L2 pronunciation and investigates the elements of successful social integration amongst immigrants and refugees.

Sinem Sonsaat-Hegelheimer is Assistant Professor at Iowa State University, USA. Her research is focused on pronunciation teaching, computer-assisted language learning, and teaching materials evaluation.

Chapter 1: Bridging the Research-Practice Gap in L2 Pronunciation (Tracey M. Derwing, University of Alberta, John M. Levis and Sinem Sonsaat-Hegelheimer, Iowa State University) Chapter 2: Integrating Pronunciation into Language Instruction (John M. Levis, Iowa State University, and Andrea Echelberger, Literacy Minnesota) Chapter 3: Perception in Pronunciation Training (Ron Thomson, Brock University) Chapter 4: Making the Teaching of Segmentals Purposeful (Joshua Gordon, University of Northern Iowa) Chapter 5: Making the Teaching of Suprasegmentals Accessible (Mary Grantham O’Brien, University of Calgary) Chapter 6: Classroom Research for Pronunciation (Veronica Sardegna, Duquesne University, and Alison McGregor, Princeton University) Chapter 7: Using Technology to Explore L2 Pronunciation (Dorothy Chun, UC Santa Barbara, and Yan Jiang, Shanghai Jiao tTong University) Chapter 8: Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model (Donna Brinton, Independent consultant, Mike Burri and Amanda Baker, University of Wollongong) Chapter 9: Effective Feedback for Pronunciation Teaching (Graeme Couper, Auckland University of Technology) Chapter 10: Pronunciation Assessment in Classroom Contexts (Daniel Isbell, University of Hawai’iI, & and Mari Sakai, Georgetown University) Chapter 11: Pronunciation in Varied Teaching and Learning Contexts (Mark Tanner and Lynn Henrichsen, Brigham Young University) Chapter 12: Pronunciation tTeaching in EFL K-12 Settings (Elina Tergujeff, University of Jyväskylä) Chapter 13: The Laboratory, the Classroom, and Online: What Works in Each Context (Solène Inceoglu, The Australian National University, and Ines Martin, United States Naval Academy) Chapter 14: Teaching Pronunciation in the Context of Multiple Varieties of English (Lucy Pickering, Texas A & M Commerce, and Meichan Huang, Syracuse University) Chapter 15: Research-Informed Materials for Pronunciation Teaching (Sinem Sonsaat-Hegelheimer, Iowa State University, and Shannon McCrocklin, Southern Illinois University) Glossary Chapter 1: Bridging the Research-Practice Gap in L2 Pronunciation (Tracey M. Derwing, University of Alberta, John M. Levis and Sinem Sonsaat-Hegelheimer, Iowa State University) Chapter 2: Integrating Pronunciation into Language Instruction (John M. Levis, Iowa State University, and Andrea Echelberger, Literacy Minnesota) Chapter 3: Perception in Pronunciation Training (Ron Thomson, Brock University) Chapter 4: Making the Teaching of Segmentals Purposeful (Joshua Gordon, University of Northern Iowa) Chapter 5: Making the Teaching of Suprasegmentals Accessible (Mary Grantham O’Brien, University of Calgary) Chapter 6: Classroom Research for Pronunciation (Veronica Sardegna, Duquesne University, and Alison McGregor, Princeton University) Chapter 7: Using Technology to Explore L2 Pronunciation (Dorothy Chun, UC Santa Barbara, and Yan Jiang, Shanghai Jiao Tong University) Chapter 8: Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model (Donna Brinton, Independent consultant, Mike Burri and Amanda Baker, University of Wollongong) Chapter 9: Effective Feedback for Pronunciation Teaching (Graeme Couper, Auckland University of Technology) Chapter 10: Pronunciation Assessment in Classroom Contexts (Daniel Isbell, University of Hawai’I, and Mari Sakai, Georgetown University) Chapter 11: Pronunciation in Varied Teaching and Learning Contexts (Mark Tanner and Lynn Henrichsen, Brigham Young University) Chapter 12: Pronunciation Teaching in EFL K-12 Settings (Elina Tergujeff, University of Jyväskylä) Chapter 13: The Laboratory, the Classroom, and Online: What Works in Each Context (Solène Inceoglu, The Australian National University, and Ines Martin, United States Naval Academy) Chapter 14: Teaching Pronunciation in the Context of Multiple Varieties of English (Lucy Pickering, Texas A & M Commerce, and Meichan Huang, Syracuse University) Chapter 15: Research-Informed Materials for Pronunciation Teaching (Sinem Sonsaat-Hegelheimer, Iowa State University, and Shannon McCrocklin, Southern Illinois University) Glossary

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Second Language Pronunciation Bridging the Gap Between Research and Teaching

Second Language Pronunciation Bridging the Gap Between Research and Teaching

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