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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.
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.
This edited book presents and discusses theoretical, practical, and
research developments in English pronunciation in order to
establish evidence-based directions and recommendations for best
practices in English speech assessment, research, and training. It
features leading pronunciation experts from diverse contexts who
share cutting-edge research and valuable insights. The collection
consists of six parts. Part 1 introduces the aims, focus, and
structure of the book, and describes its intended audience. Part 2
reviews, provides empirical evidence, and offers critical analyses
guiding different aspects of English speech assessment. Parts 3 and
4 report empirical findings and research perspectives on the
perception and production of English speech. Part 5 shares current
practices in phonetic training and their effect on learners and
listeners. Part 6 presents theoretical perspectives on the
acquisition of phonology in multilinguals.Â
This edited book presents and discusses theoretical, practical, and
research developments in English pronunciation in order to
establish evidence-based directions and recommendations for best
practices in English speech assessment, research, and training. It
features leading pronunciation experts from diverse contexts who
share cutting-edge research and valuable insights. The collection
consists of six parts. Part 1 introduces the aims, focus, and
structure of the book, and describes its intended audience. Part 2
reviews, provides empirical evidence, and offers critical analyses
guiding different aspects of English speech assessment. Parts 3 and
4 report empirical findings and research perspectives on the
perception and production of English speech. Part 5 shares current
practices in phonetic training and their effect on learners and
listeners. Part 6 presents theoretical perspectives on the
acquisition of phonology in multilinguals.
This book provides an overview of pronunciation teaching and
learning practices in secondary schools, providing insights into
secondary school learners' needs, expectations and motivation
regarding the importance of learning English and particularly
English pronunciation. It presents a summary of the research on L2
pronunciation acquisition, teaching techniques and factors
affecting the learning process as well as the results and
conclusions of a longitudinal study conducted in a Polish secondary
school. The study indicates that learners consider pronunciation a
crucial component of English learning and a predictor of successful
communication. Moreover, it shows that accuracy is highly valued by
learners, and that systematic and regular pronunciation
instruction, even if devoted mainly to segments, has the potential
to contribute to the overall improvement in learners' communicative
competence and their confidence as speakers and users of English.
The book is based on the first-hand experience of a
teacher-researcher.
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