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.

Takes the stance that pronunciation should be taught to improve comprehensibility and not to gain a native-like accent

About the Author

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.

Reviews
This broad collection of work on the learning and teaching of L2 English pronunciation is invaluable to researchers, teachers and teacher educators. Research-informed pronunciation teaching takes a step forward with this volume, showing us how to learn from our collective experience and apply new knowledge about pronunciation learning and teaching. * Una Cunningham, Stockholm University, Sweden *
For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I'm thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada *
This volume brings together an excellent collection of inspiring theoretical and methodological studies by leading scholars in the field of pronunciation teaching and learning. It offers very insightful research perspectives on second language pronunciation, making an extremely valuable contribution to bridging the gap between research and practice. * Joan C. Mora, Universitat de Barcelona, Spain *



Book Information
ISBN 9781800410480
Author Veronica G. Sardegna
Format Paperback
Page Count 304
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 420g
Dimensions(mm) 234mm * 156mm * 16mm