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Группа авторов. Second Language Pronunciation
Second Language Pronunciation. Bridging the Gap Between Research and Teaching
Contents
List of Illustrations
List of Tables
Guide
Pages
1 Bridging the Research-Practice Gap in L2 Pronunciation
Critical Issues. Terminology
Why Research Findings Should Matter to Teachers
Pedagogical Implications
Contrastive Stress
Sitcom Cycle
Jazz Chants
TED Talks
Readers Theater
Drama
Debates
Pragmatic Speech Acts
Where to Start
Practical Resources for Pedagogy and Research
Author Biographies
References
2 Integrating Pronunciation into Language Instruction
Critical Issues
Research on Pronunciation Integration
Researching Pronunciation Integration: Moving the Field Forward
Pedagogical Implications – Vignettes and Textbook Connections
Vignette 1
Integrating Pronunciation with Textbook Materials
Conclusion
Practical Resources for Pedagogy and Research
Author Biographies
References
Appendix: Doing a Basic Pronunciation Diagnostic
3 Perception in Pronunciation Training
L1 pronunciation
L2 pronunciation
Critical Issues
Naturalistic L2 Pronunciation Development
Instructed L2 Pronunciation Development
Pedagogical Implications
Practical Resources for Pedagogy
Conclusion
Postscript
Author Biography
References
4 Making the Teaching of Segmentals Purposeful
Segmental Production: The Articulation of Vowels and Consonants and Beyond
Critical Issues
Segmental Learning
Theoretical Models
Perceptual Training
The Functional Load of Segments
Pedagogical Implications
Explicit Instruction and Awareness
Focusing on Perception and Discrimination
Controlled and Guided Practice
Communicative Activities
Integrating Segmental Instruction in Other Language Skills
Teaching Segmentals through Listening and Speaking
Teaching Segmentals and Spelling through Vocabulary, Reading, and Writing
Teaching Segmentals through Grammar
Conclusion
Practical Resources for Pedagogy and Research. Pedagogical Literature for Pronunciation Teaching
Research-Oriented Literature
Internet Resources
Biography
Notes
References
5 Making the Teaching of Suprasegmentals Accessible
The Role of Suprasegmentals
Lexical Suprasegmentals
Phrasal Suprasegmentals
Teaching Suprasegmentals
Critical Issues
Pedagogical Implications
Training Lexical Features
Lexical Stress
Tone
Pitch Accent
Training Phrasal Features
Phrasal Stress
Intonation
Rhythm
Next Steps
Practical Resources for Pedagogy and Research
Author Biography
Notes
References
6 Classroom Research for Pronunciation
A Systematic Literature Review
Critical Issues
Learning Theories
Instructional Approaches
Instructional Components
Explicit Instruction
Awareness-Raising
Perceptual Training
Oral Production Practice
Corrective Feedback
Pedagogical Implications
Awareness-Raising
Explicit Instruction
Perceptual Training
Oral Production Practice
Corrective Feedback
Conclusion
Practical Resources for Pedagogy and Research
Authors’ Biographies
References
7 Using Technology to Explore L2 Pronunciation
Key Concepts and Definitions
Technologies for Research and Teaching of Prosody
Critical Issues (Key Research Findings with Implications for Teachers and Learners)
Meta-Analyses
Training Helps Perception and Production
CAPT for Multimodal Input and Practice, Especially Visualization
Automatic Speech Recognition (ASR)
Speech Synthesis
Teaching and Learning Discourse Intonation with Technology
Pedagogical Implications
Frameworks for Teaching Prosody with CAPT Tools
Explicit Instruction
Authentic and High Variability Input
Clear and Effective Feedback
Peer Assistance
Greater Collaboration
Practical Resources
Shadowing for Listening and Repeating
Free Open-Source Programs for Signal Analysis and Visualization Feedback
ASR and Speech-to-Text Technologies
Conclusion
Author Biographies
References
8 Beyond Controlled, Guided, and Free Practice Teaching Pronunciation Effectively via a Coaching Model
Critical Issues
Pedagogical Implications
Practical Resources for Pedagogy and Research
Author Biographies
References
9 Effective Feedback for Pronunciation Teaching
Key Terms
Critical Issues. CF and CF-type in Language Teaching
CF on Pronunciation Production and Perception
Integrating CF into Teaching Pronunciation Perception and Production: Overcoming the Pink Panther Syndrome and Metalanguage Fail
Pedagogical Implications. A Framework for Pronunciation Feedback
Applying the Framework to the Case of Word Stress. Overview
The Foundations
The Teaching Cycle
Presentation 1: The Syllable
Controlled Practice 1
Presentation 2: Word Stress
Controlled Practice 2: Critical Listening
Controlled Practice 3: Speaking – Type 1
Controlled Practice 4: Speaking – Type 2
Controlled Practice 5: Critical Listening – Type 1
Controlled Practice 6: Further Practice – Type 1
Controlled Practice 7: Critical Listening – Type 2
Controlled Practice 8: Further Practice – Type 2
Presentation 3
Freer Practice: A Card Game
Practical Resources for Pedagogy and Research
Biography
References
10 Pronunciation Assessment in Classroom Contexts
Critical Issues. Obstacles to Pronunciation Assessment: Classroom Time, Curricular Emphasis, and Teacher Training
Using an Intelligibility Standard to Select Assessment Targets and Evaluate Pronunciation
Guidance for Designing Classroom-Based Pronunciation Assessments
Pedagogical Implications
Diagnostic Language Assessment
Achievement Testing
Performance Assessment
Progress Tests and Quizzes
Self-Assessment
Embedded Assessment
Practical Resources for Pedagogy and Research
Author Biographies
References
11 Pronunciation in Varied Teaching and Learning Contexts
Critical Issues
Needs Analysis
Situation Analysis
Pedagogical Implications
Curriculum-Development Models
Diagnostic Assessment
Pronunciation-Teaching Procedures
Example Contexts and Variables
English as a Second Language (ESL)
English as a Foreign Language (EFL)
English as a Lingua Franca (ELF)
English for Specific Purposes
Pronunciation in Integrated, All-skills Classes
Case Studies for Pronunciation Teacher-Preparation Pedagogy and Research
Case Study #1. Indian Call-Center Employees
Case Study #2. One-on-One Tutoring of a Japanese Business Executive
Case Study #3. English for International Teaching Assistants
Case Study #4 A Pronunciation-Focused Course at a US University
Case Study #5 English for Medical Practitioners
Conclusion
Authors’ Biographies
References
12 Pronunciation Teaching in EFL K–12 Settings
Critical Issues. Teacher Training and Confidence to Teach Pronunciation
The Constraints of Curricula and Textbooks
Focus of Pronunciation Teaching
Accent and Learner Identity
Limited Input of English
Pedagogical Implications. Seeking Teacher Training to Gain Skills and Confidence
Finding Pronunciation in Curricula and Textbooks
Age Appropriate Teaching for Intelligibility and Comprehensibility
Accepting Accent
Utilizing Limited Input of English
Practical Resources for Pedagogy and Research
Author Biography
References
13 The Laboratory, the Classroom, and Online What Works in Each Context
Critical Issues. The Laboratory
The Classroom
The Online Classroom
Pedagogical Implications
Practical Resources for Pedagogy and Research
Author Biographies
References
14 Teaching Pronunciation in the Context of Multiple Varieties of English
Critical Issues. Historical Context
The Nativeness Principle vs. the Intelligibility Principle
L2 Learners and the Interlanguage Speech Intelligibility Benefit
Identification of a Unified Set of Pronunciation Features
Pedagogical Implications. The Models Debate
Applications
Conclusion
Practical Resources for Research and Pedagogy
Author Biographies
Notes
References
15 Research-informed Materials for Pronunciation Teaching
Critical Issues
Include a Range of Segmental and Suprasegmental Targets to Promote Speaker Intelligibility
Employ a Range of Activities to Practice Pronunciation Communicatively
Provide Exposure to Multiple Voices in Multiple Contexts
Promote Learner Autonomy
Support Teachers with Various Language Backgrounds, Experience, and Training
Pedagogical Implications
Segmental and Suprasegmental Targets to Promote Speaker Intelligibility
Importance of a Range of Activities to Practice Pronunciation Communicatively
Exposure to Multiple Voices in Multiple Contexts
Prioritizing Learner Autonomy
Support Teachers of Various Language Backgrounds, Experience, and Training
Rubric for Materials Evaluation in Pronunciation Teaching
Sample Evaluation of Well Said
Practical Resources for Pedagogy and Research
References
Glossary
References
Index
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