English Pronunciation Teaching

Veronica G. Sardegna is Adjunct Faculty of ESL, World Languages and Teacher Education in the Department of Instruction and Leadership in Education at Duquesne University, USA. She has published extensively on topics related to English pronunciation teaching, intercultural learning and instructional technology. In 2021, she received the D. Scott Enright Interest Section Service Award for her outstanding service to TESOL. Anna Jarosz is Assistant Professor in the Department of English Language and Applied Linguistics at the University of Lodz, Poland. Her professional interests include pronunciation teaching and learning with a focus on individual learner differences, motivation and strategy use.

Abbreviations and Acronyms



Phonetic Symbols



Contributors



Preface



Part 1: Introduction



Chapter 1. Veronica G. Sardegna and Anna Jarosz: Introduction



Chapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and Teaching



Part 2: Theoretical Perspectives



Chapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know



Chapter 4. Marnie Reed: The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation       



Chapter 5. Mirosław Pawlak: The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda



Chapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish Case



Part 3: Practical Perspectives and Research Findings



Chapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules



Chapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning Strategies



Chapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with Perception



Chapter 10. Anastazija Kirkova-Naskova: Learners’ Views on the Usefulness of L2 Perceptual Training



Chapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills



Chapter 12. Anna Jarosz: Exploring how Teachers’ Pronunciation Beliefs Affect their Classroom Practices



Chapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices



Part 4: Teacher Preparation



Chapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach Pronunciation



Chapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher Preparation



Chapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students  



Chapter 17. Małgorzata Baran-Łucarz:  Teaching Pronunciation to Older Adult EFL Learners



Part 5: Conclusion



Chapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future Directions



Index