Vol. 160 in the Second Language Acquisition series.

Includes bibliographical references and index.

Introduction / Veronica G. Sardegna and Anna Jarosz -- Key aspects of pronunciation learning and teaching / Anna Jarosz -- Theoretical perspectives. The effects of learner and instructional variables on English pronunciation learning: what teachers need to know / Veronica G. Sardegna -- The limitations of imitation: instilling metalinguistic awareness of the discourse and pragmatic functions of English intonation / Marnie Reed -- The mediating role of individual differences in pronunciation instruction: extending the research agenda / Mirosław Pawlak -- English pronunciation in a context between ESL and EFL: the Swedish case / Mara Haslam -- Practical perspectives and research findings. Improving the pronunciation of English polysyllabic words through orthographic word-stress rules / Veronica G. Sardegna and Wayne B. Dickerson -- Intelligibility and situated pronunciation learning strategies / Magdalena Szyszka -- Foreign language accent imitation: matching production with perception / Alice Henderson and Arkadiusz Rojczyk -- Learners' views on the usefulness of L2 perceptual training / Anastazija Kirkova-Naskova -- Pronunciation and intelligibility in English-medium instruction (EMI): lecturers' views and skills / Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto -- Exploring how teachers' pronunciation beliefs affect their classroom practices / Anna Jarosz -- L2 pronunciation feedback: pre-service teachers' beliefs and practices / Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen -- Teacher preparation. Lessons learned from teaching teachers to teach pronunciation / Tracey M. Derwing -- Pronunciation tutoring as teacher preparation / John M. Lewis and Tim Kochem -- Teaching pronunciation to international teaching assistants (ITAs) and graduate students / Rebecca Oreto -- Teaching pronunciation to older adult EFL learners / Małgorzata Baran-Łucarz -- Conclusion. Pronunciation teaching: lessons learned and future directions / Victoria G. Sardegna and Anna Jarosz.

"This book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors' empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers' and learner's beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables."-- Provided by publisher.