Part I: The History of English Pronunciation
by John Levis, Marnie Reed
The Handbook of English Pronunciation
- Cover
- Title page
- Notes on Contributors
- Introduction
- Part I: The History of English Pronunciation
- 1 The Historical Evolution of English Pronunciation
- 2 Accent as a Social Symbol
- 3 History of ESL Pronunciation Teaching
- Introduction
- Before pronunciation teaching (1800–1880s)
- The first wave of pronunciation teaching: precursors (1850s–1880s)
- The second wave of pronunciation teaching: the reform movement (1880s–early 1900s)
- Reform movement innovations (1888–1910)
- Converging and complementary approaches (1890s–1920s)
- A period of consolidation (1920s–1950s)
- Competing conceptual paradigms: 1950–1970s
- ALM and pronunciation teaching (1960–1975): conflicting perspectives
- Three innovators of the 1960s–1970s: Clifford H. Prator, Betty Wallace Robinett, and J. Donald Bowen
- “Bowen’s Technique”
- Designer methods of the 1970s
- The third wave: communicative styles of pronunciation teaching (mid-1980s–1990s)
- The third wave’s first genre of professional literature: ESL classroom textbooks (mid-1980s–present)
- The third wave’s second genre: activity recipe collections (1990s–2012)
- The third wave’s third genre: teacher preparation texts (late 1990s–present)
- Pronunciation teaching specialists (1980s–1990s)
- Ontogeny of ESL pronunciation teaching in the twentieth century
- A gap in ESL pronunciation teaching (up until the mid-1990s)
- The fourth wave: emergence of empirical research (mid-1990s–present)
- REFERENCES
- Part II: Describing English Pronunciation
- 4 Segmentals
- Introduction
- The emergence of standard pronunciation
- The International Phonetic Association (IPA)
- Phonemes and allophones
- Representing the consonants of English
- Variation in the consonant symbols
- Representing the monophthong vowels of English
- Diphthongs
- Feature-based representations of sounds
- Autosegmental representations
- Nonprescriptive representations
- Conclusion
- REFERENCES
- 5 Syllable Structure
- Introduction
- Importance as a unit
- Structure of the syllable
- Complexity of English syllable structure
- Rhyme
- Onset
- Problems in syllabification
- Semi-vowels, syllabic consonants
- Some syllable structure rules of English
- Potential syllables
- Integration of loanwords
- Syllables in pronunciation teaching
- Conclusion
- REFERENCES
- 6 Lexical Stress in English Pronunciation
- 7 The Rhythmic Patterning of English(es)
- 8 English Intonation – Form and Meaning
- 4 Segmentals
- Part III: Pronunciation and Discourse
- Part IV: Pronunciation of the Major Varieties of English
- Part V: Pronunciation and Language Acquisition
- Part VI: Pronunciation Teaching
- 21 Intelligibility in Research and Practice: Teaching Priorities
- 22 The Segmental/Suprasegmental Debate
- 23 Applying Theories of Language and Learning to Teaching Pronunciation
- 24 The Pronunciation of English as a Lingua Franca
- Introduction
- ENL, ESL, EFL and ELF: differences in pronunciation teaching goals
- Variation, accent, and intelligibility
- The Lingua Franca Core
- Teaching ELF pronunciation – classroom models
- Teaching ELF pronunciation – classroom techniques
- The learner’s mother-tongue phonology
- Concerns regarding teaching pronunciation for ELF
- REFERENCES
- 25 Intonation in Research and Practice: The Importance of Metacognition
- Introduction
- Theories informing intonation pedagogy
- Intonation in practice: an overview of current approaches and relevant research
- Original research on intonation
- Discussion: research and practice divides
- Implications for a metacognitive approach to the classroom
- Five recommendations for a metacognitive-focused approach to intonation
- Conclusion
- REFERENCES
- 26 Integrating Pronunciation into the Language Classroom
- 27 Using Orthography to Teach Pronunciation
- 28 Technology and Learning Pronunciation
- Index
- End User License Agreement
-
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