5. RESEARCH IN TEACHING PRONUNCIATION AND INTONATION

Jennifer Jenkins

148 citations0/0 files storedAnnual Review of Applied Linguistics

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Phonetics and Phonology Research EFL/ESL Teaching and Learning Linguistic Studies and Language Acquisition

Abstract

For several decades of the 20th century, the main interest of pronunciation teaching research was in applying contrastive analysis techniques to the sound segments of the L1 and L2 to identify differences between them and so, it was assumed, to highlight areas where L1 transfer errors were likely to occur. Later in the century, pronunciation teaching research began to move on both by embracing more sophisticated approaches to interlanguage phonology, taking universal, developmental, and other processes into account as well as transfer (see, e.g., the range of research interests documented in Ioup & Weinberger, 1987), and by focusing increasingly on suprasegmental features along with segmental. Still more recently and radically, a number of researchers have ceased treating pronunciation as a somewhat isolated, self-contained linguistic and pedagogic phenomenon, but are forging links with research into other aspects of language and language teaching and also maximizing the opportunities offered by technological advances. This chapter will outline these latest developments in pronunciation research and explore the extent of their influence on pedagogy.

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2013Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?2009The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility 2016Why Is English Pronunciation Ignored by EFL Teachers in Their Classes?2020Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?

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