0%

Book Description

The Handbook of English Pronunciation presents a comprehensive exploration of English pronunciation with essential topics for applied linguistics researchers and teachers, including language acquisition, varieties of English, historical perspectives, accent’s changing role, and connections to discourse, technology, and pedagogy.

  • Provides thorough descriptions of all elements of English pronunciation
  • Features contributions from a global list of authors, reflecting the finest scholarship available
  • Explores a careful balance of issues and topics important to both researchers and teachers
  • Provides a historical understanding of the importance of pronunciation and examines some of the major ways English is pronounced today throughout the world
  • Considers practical concerns about how research and practice interact in teaching pronunciation in the classroom

Table of Contents

  1. Cover
  2. Title page
  3. Notes on Contributors
  4. Introduction
    1. REFERENCES
  5. Part I: The History of English Pronunciation
    1. 1 The Historical Evolution of English Pronunciation
      1. Introduction
      2. A question of evidence
      3. Case study 1
      4. Digraphs and diphthongs
      5. The Great Vowel Shift
      6. Explaining sound-change
      7. REFERENCES
    2. 2 Accent as a Social Symbol
      1. Introduction
      2. Acts of transformation: the eighteenth-century context
      3. Educating accents
      4. Attitudes, accent, and popular culture
      5. The broadcast voice
      6. Belief and behavior: convergence and divergence
      7. REFERENCES
    3. 3 History of ESL Pronunciation Teaching
      1. Introduction
      2. Before pronunciation teaching (1800–1880s)
      3. The first wave of pronunciation teaching: precursors (1850s–1880s)
      4. The second wave of pronunciation teaching: the reform movement (1880s–early 1900s)
      5. Reform movement innovations (1888–1910)
      6. Converging and complementary approaches (1890s–1920s)
      7. A period of consolidation (1920s–1950s)
      8. Competing conceptual paradigms: 1950–1970s
      9. ALM and pronunciation teaching (1960–1975): conflicting perspectives
      10. Three innovators of the 1960s–1970s: Clifford H. Prator, Betty Wallace Robinett, and J. Donald Bowen
      11. “Bowen’s Technique”
      12. Designer methods of the 1970s
      13. The third wave: communicative styles of pronunciation teaching (mid-1980s–1990s)
      14. The third wave’s first genre of professional literature: ESL classroom textbooks (mid-1980s–present)
      15. The third wave’s second genre: activity recipe collections (1990s–2012)
      16. The third wave’s third genre: teacher preparation texts (late 1990s–present)
      17. Pronunciation teaching specialists (1980s–1990s)
      18. Ontogeny of ESL pronunciation teaching in the twentieth century
      19. A gap in ESL pronunciation teaching (up until the mid-1990s)
      20. The fourth wave: emergence of empirical research (mid-1990s–present)
      21. REFERENCES
  6. Part II: Describing English Pronunciation
    1. 4 Segmentals
      1. Introduction
      2. The emergence of standard pronunciation
      3. The International Phonetic Association (IPA)
      4. Phonemes and allophones
      5. Representing the consonants of English
      6. Variation in the consonant symbols
      7. Representing the monophthong vowels of English
      8. Diphthongs
      9. Feature-based representations of sounds
      10. Autosegmental representations
      11. Nonprescriptive representations
      12. Conclusion
      13. REFERENCES
    2. 5 Syllable Structure
      1. Introduction
      2. Importance as a unit
      3. Structure of the syllable
      4. Complexity of English syllable structure
      5. Rhyme
      6. Onset
      7. Problems in syllabification
      8. Semi-vowels, syllabic consonants
      9. Some syllable structure rules of English
      10. Potential syllables
      11. Integration of loanwords
      12. Syllables in pronunciation teaching
      13. Conclusion
      14. REFERENCES
    3. 6 Lexical Stress in English Pronunciation
      1. English lexical stress and its pronunciation implications
      2. The perception of English lexical stress by native listeners
      3. The production of English lexical stress by native speakers
      4. Mispronunciation of stress
      5. Lexical stress and non-native use of English
      6. Conclusion
      7. Acknowledgments
      8. REFERENCES
    4. 7 The Rhythmic Patterning of English(es)
      1. Early research
      2. Recent research
      3. Rhythm indices and the measurement of rhythm of world Englishes
      4. Implications for pronunciation teaching
      5. REFERENCES
    5. 8 English Intonation – Form and Meaning
      1. Introduction
      2. Descriptive traditions
      3. Instrumental analysis
      4. Intonation and meaning
      5. REFERENCES
  7. Part III: Pronunciation and Discourse
    1. 9 Connected Speech
      1. Introduction
      2. Definitions of connected speech
      3. Function of CSPs in English
      4. A classification for connected speech processes
      5. Connected speech features
      6. Research into CSPs
      7. Production
      8. Future research into connected speech
      9. REFERENCES
    2. 10 Functions of Intonation in Discourse
      1. Introduction
      2. Theoretical and methodological frameworks
      3. Sentence types and speech acts
      4. Information structure
      5. Text structure
      6. Interaction management: turn-taking in conversation
      7. Backchannel
      8. Attitude/interpersonal meaning
      9. REFERENCES
    3. 11 Pronunciation and the Analysis of Discourse
      1. Introduction
      2. The role of prosody for discourse
      3. Implications for learning and teaching pronunciation
      4. Concluding observations
      5. REFERENCES
      6. Appendix
    4. 12 Fluency
      1. Introduction
      2. Defining fluency
      3. Relationships between fluency, accentedness, intelligibility, and comprehensibility
      4. Relevant speech production models
      5. Implications
      6. Conclusion
      7. REFERENCES
  8. Part IV: Pronunciation of the Major Varieties of English
    1. 13 North American English
      1. “North American English” and “pronunciation”: a definition of terms
      2. General pronunciation features of Standard North American English (SNAE): what makes people sound North American?
      3. Regional variation in NAE pronunciation
      4. Social variation in NAE
      5. REFERENCES
    2. 14 British English
      1. The state of British English pronunciation
      2. A model English accent: Received Pronunciation
      3. Locating regional accents
      4. Major markers of place
      5. Fine tuning regional differences
      6. Some regional suprasegmentals
      7. Conclusion
      8. REFERENCES
    3. 15 Australian and New Zealand English
      1. Introduction
      2. Vowels
      3. Consonants
      4. Prosodics
      5. Conclusion
      6. REFERENCES
    4. 16 The Pronunciation of English in South Africa
      1. Introduction
      2. The historical sociolinguistics of South African English
      3. The pronunciation features of South African English
      4. Recent developments and research into SAfE
      5. Conclusion
      6. REFERENCES
    5. 17 Indian English Pronunciation
      1. Introduction
      2. English in India: past and present
      3. Elements of General Indian English Pronunciation: segments
      4. Prosodic features
      5. Information structure: focus
      6. Stability
      7. Conclusion
      8. Acknowledgment
      9. REFERENCES
    6. 18 Pronunciation and World Englishes
      1. Introduction
      2. REFERENCES
  9. Part V: Pronunciation and Language Acquisition
    1. 19 Acquisition of the English Sound System
      1. Early studies of child language
      2. Conclusion
      3. REFERENCES
      4. Appendix
    2. 20 Variables Affecting L2 Pronunciation Development
      1. Introduction
      2. Participants
      3. Social processes
      4. Collective actions
      5. Theoretical frameworks
      6. Conclusion
      7. REFERENCES
  10. Part VI: Pronunciation Teaching
    1. 21 Intelligibility in Research and Practice: Teaching Priorities
      1. Introduction
      2. Definitions
      3. Local versus global intelligibility
      4. Measurement
      5. Laboratory and classroom-based studies of intelligibility
      6. Listener effects
      7. Teaching priorities in intelligibility-oriented instruction
      8. Focus priorities
      9. Implementation
      10. Conclusions
      11. REFERENCES
    2. 22 The Segmental/Suprasegmental Debate
      1. Introduction
      2. Categorizing features of pronunciation: segmental or suprasegmental?
      3. An integrated system of pronunciation features: the prosodic hierarchy
      4. Moving on from the segmental/suprasegmental debate
      5. Conclusion
      6. REFERENCES
    3. 23 Applying Theories of Language and Learning to Teaching Pronunciation
      1. Introduction
      2. What can theories tell us and which ones should we listen to?
      3. Teaching tips
      4. Conclusion
      5. REFERENCES
    4. 24 The Pronunciation of English as a Lingua Franca
      1. Introduction
      2. ENL, ESL, EFL and ELF: differences in pronunciation teaching goals
      3. Variation, accent, and intelligibility
      4. The Lingua Franca Core
      5. Teaching ELF pronunciation – classroom models
      6. Teaching ELF pronunciation – classroom techniques
      7. The learner’s mother-tongue phonology
      8. Concerns regarding teaching pronunciation for ELF
      9. REFERENCES
    5. 25 Intonation in Research and Practice: The Importance of Metacognition
      1. Introduction
      2. Theories informing intonation pedagogy
      3. Intonation in practice: an overview of current approaches and relevant research
      4. Original research on intonation
      5. Discussion: research and practice divides
      6. Implications for a metacognitive approach to the classroom
      7. Five recommendations for a metacognitive-focused approach to intonation
      8. Conclusion
      9. REFERENCES
    6. 26 Integrating Pronunciation into the Language Classroom
      1. Introduction
      2. Challenges
      3. Form-focused communicative language teaching
      4. Using the communicative framework to integrate a pronunciation component into other lessons
      5. Conclusion
      6. Acknowledgments
      7. REFERENCES
    7. 27 Using Orthography to Teach Pronunciation
      1. Introduction
      2. Representing English sounds
      3. Orthography for prediction
      4. Predicting consonant choice
      5. Predicting major word stress
      6. Predicting major-stressed vowels
      7. Predicting compression
      8. Predicting suffix forms
      9. Predicting variability
      10. Conclusion
      11. REFERENCES
    8. 28 Technology and Learning Pronunciation
      1. Introduction
      2. Technology for capturing and modeling pronunciation, with limited feedback
      3. Technology for suprasegmental feedback
      4. Technology for giving feedback at the segmental level
      5. Technology for evaluating pronunciation
      6. Technology for practising speaking skills
      7. Conclusion
      8. REFERENCES
  11. Index
  12. End User License Agreement
44.204.218.79