Pronunciation Teaching

doi:10.1017/9781108644198.022

21 - Pronunciation Teaching

from Section V - Applications of Phonetics

Published online by Cambridge University Press: 11 November 2021

Jane Setter and

Takehiko Makino

Edited by

Rachael-Anne Knight and

Jane Setter

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Rachael-Anne Knight: Affiliation:
City, University of London
Jane Setter: Affiliation:
University of Reading

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Summary

In this chapter, we review phonetics in pronunciation teaching and learning from a historical perspective, before going on to look at paradigms for pronunciation and second language (L2) phonology with a focus on phonetic issues. Research identifying the importance of access to phonetic cues, auditory and visual, both in experimental and classroom settings, is presented, demonstrating the increasing emphasis on technology in this field. We then move on to recommendations for teacher training, with a review of approaches to describing intonation for pedagogic purposes. Finally, we present suggestions for the future of pronunciation teaching and learning.

Keywords

pronunciation International Phonetic Association second language phonology intelligibility native-likeness Lingua Franca Core high variability phonetic training Speech Learning Model Discourse Intonation pronunciation teacher training

Type: Chapter
Information: The Cambridge Handbook of Phonetics , pp. 527 - 550

DOI: https://doi.org/10.1017/9781108644198.022 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2021

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