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.

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.

• Abbreviations and AcronymsPhonetic SymbolsContributorsPrefacePart 1: IntroductionChapter 1. Veronica G. Sardegna and Anna Jarosz: IntroductionChapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and TeachingPart 2: Theoretical PerspectivesChapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to KnowChapter 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 AgendaChapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish CasePart 3: Practical Perspectives and Research FindingsChapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress RulesChapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning StrategiesChapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with PerceptionChapter 10. Anastazija Kirkova-Naskova: Learners’ Views on the Usefulness of L2 Perceptual TrainingChapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and SkillsChapter 12. Anna Jarosz: Exploring how Teachers’ Pronunciation Beliefs Affect their Classroom PracticesChapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and PracticesPart 4: Teacher PreparationChapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach PronunciationChapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher PreparationChapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students  Chapter 17. Małgorzata Baran-Łucarz:  Teaching Pronunciation to Older Adult EFL LearnersPart 5: ConclusionChapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future DirectionsIndex