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E-raamat: Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research

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(Simon Fraser University), (University of Alberta)
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Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and researchSuurem pilt
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The emergence of empirical approaches to L2 pronunciation research and teaching is a powerfulfourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on thehow, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation–especially graduate students, language teachers, and experienced researchers–will find much value in this indispensible resource.
Foreword xi
How to use this book xii
Acknowledgements xiii
Chapter 1 Key concepts
1(12)
Introduction
1(1)
Essential terminology
2(4)
Nativeness and Intelligibility Principles
6(1)
An evidence-based approach to pronunciation teaching and teaching materials
7(1)
Setting the record straight
8(2)
Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research
10(3)
Chapter 2 Historical overview of pronunciation
13(16)
Introduction
13(1)
Descriptions of English phonetics for teaching purposes
14(1)
Orthography
14(2)
Sociolinguistic influences
16(5)
Classroom teaching materials and innovations
21(1)
Textbooks
21(2)
Technological developments
23(1)
Research on adult phonetic learning
24(1)
Research on pronunciation teaching
25(4)
Chapter 3 A pedagogical perspective on L2 phonetic acquisition
29(26)
Introduction
29(1)
The phonetic learning process
30(1)
Factors influencing phonetic learning
31(7)
Language experience, personal and instructional factors
38(12)
Other influences
50(1)
Applying research findings in the pronunciation classroom
50(1)
Language experience
51(1)
Motivational influences
52(1)
Aptitude
52(1)
Instruction
52(1)
Summary
53(2)
Chapter 4 Pronunciation errors and error gravity
55(22)
Introduction
55(1)
What counts as an error?
55(3)
Classifying learners' errors
58(1)
Segmental errors
58(1)
Prosodic errors
59(2)
Other problems
61(2)
Explaining why pronunciation errors occur
63(1)
Contrastive analysis
63(1)
Error analysis
64(1)
Weaknesses of CAH and error analysis as theoretical accounts of L2 speech
65(1)
Best's perceptual assimilation model
66(2)
Flege's speech learning model
68(1)
Comparing newer and older approaches
69(1)
Other approaches
70(1)
Are theoretical accounts of errors useful in the classroom?
70(2)
Determining error gravity
72(2)
Functional load
74(1)
Summary
75(2)
Chapter 5 Pronunciation instruction research
77(32)
Introduction
77(1)
Is pronunciation taught in L2 classrooms?
78(1)
Teaching resources
78(2)
Do teachers have sufficient training to teach pronunciation?
80(1)
Should non-native speakers teach L2 pronunciation?
81(1)
Conducting classroom-based research: Is pronunciation instruction effective?
82(15)
Curriculum issues
97(1)
Is pronunciation better taught in stand-alone or integrated classrooms?
97(2)
Should pronunciation instruction be offered in shared L1 or mixed L1 classes?
99(1)
When should pronunciation be introduced?
99(1)
Curriculum development
100(1)
Needs analysis
101(2)
Goal-setting
103(1)
Syllabus design, materials development and resource selection
103(2)
Instructional planning and implementation
105(1)
Assessment
106(1)
Revision
107(1)
Preparing students for standardized tests
107(1)
Summary
108(1)
Chapter 6 Assessment of L2 pronunciation
109(12)
Introduction
109(1)
Testing pronunciation in the classroom no Needs assessment
110(2)
Formative assessment
112(1)
Summative assessments
112(1)
Test materials
112(2)
What does the instructor need to know to evaluate effectively?
114(1)
Testing pronunciation beyond the classroom
114(3)
Reliability and validity
117(1)
Technology and assessment
118(1)
Summary
119(2)
Chapter 7 Technology in L2 pronunciation instruction
121(10)
Introduction
121(2)
Implementing technology in classroom pedagogy
123(1)
Using digitized speech
124(2)
Visual representations of speech
126(2)
Computer-assisted pronunciation training
128(1)
The internet and language teaching
129(1)
Summary
130(1)
Chapter 8 Social aspects of accent
131(22)
Introduction
131(1)
The importance of accent
132(1)
Attitudes towards accented speech
133(2)
The stigma of a foreign accent
135(4)
L2 accent and identity
139(2)
The role of context
141(1)
World Englishes and English as a lingua franca
142(3)
Role of the interlocutor
145(2)
Willingness to communicate
147(2)
Pedagogical implications
149(2)
Summary
151(2)
Chapter 9 The ethics of second language accent reduction
153(14)
Introduction
153(1)
Accent reduction -- The business model
154(7)
Accent modification -- The medical model
161(3)
Pronunciation instructors
164(1)
Summary
165(2)
Chapter 10 Future directions
167(8)
Directions for pronunciation research
168(1)
Directions for teaching
169(1)
Directions for assessment
169(1)
Directions for technology
170(1)
Implementation issues
171(1)
Content issues
171(1)
Expansion of activity types
171(1)
Directions for the larger society
172(3)
Glossary 175(8)
References 183(20)
Subject Index 203(2)
Author Index 205
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