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Research into practice: How research appears in pronunciation teaching materials

Published online by Cambridge University Press:  31 May 2016

John M. Levis
John M. Levis*
Affiliation:
Iowa State University, USAjlevis@iastate.edu
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Abstract

Research into pronunciation has often disregarded its potential to inform pedagogy. This is due partly to the historical development of pronunciation teaching and research, but its effect is that there is often a mismatch between research and teaching. This paper looks at four areas in which the (mis)match is imperfect but in which a greater recognition of research can lead to better teaching materials (high variability phonetic training, intonation, information structure, and setting priorities). Furthermore, two areas in which teaching materials are desperate for research to be carried out (connected speech and the primacy of suprasegmentals) will be discussed.

Type
Thinking Allowed
Information
Language Teaching , Volume 49 , Issue 3 , July 2016 , pp. 423 - 437
Copyright
Copyright © Cambridge University Press 2016 

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