This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses

English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice. The volume’s 15 chapters cover a range of aspects that are central to pronunciation teaching, including the teaching of different segmental and suprasegmental features, teachers’ and learners’ views and practices, types and sources of learners’ errors, feedback and assessment, tools and strategies for pronunciation instruction, reactions towards accented speech, as well as the connection between research and teaching. Chapters offer a fully developed section on pedagogical implications with insightful suggestions for classroom instruction. This format and the variety of topics will be informative for researchers, language teachers, and students interested in English pronunciation, as it explores the diverse challenges learners of different L1 backgrounds face, and also provides research-informed techniques and recommendations on how to cope with them.

English for Academic Study: Pronunciation English for academic study: Pronunciation is for students who need to communicate clearly and effectively in an academic environment in the medium of English. The aim of the course is to help students develop their pronunciation in English to a level that enables the listener to understand them with ease. The course provides students with structured patterns of English that will lead them step-by-step towards this goal. During the course, students will also learn the phonemic alphabet; this will remain a useful aid to accurate pronunciation throughout their studies. Care has been taken to ensure that the vocabulary focused on in this course is relevant to both academic study and the general needs of the student. The examples and exercises are based on words from the General Service List (GSL) and the Academic Word List (AWL). The 2009 edition of EAS Pronunciation has been fully revised for ease of use. As well as a new format, the Study Book also comes with a book map, unit summaries and a comprehensive glossary of terms. A dedicated website, www.englishforacademicstudy.com, offers further teacher resources. This book can be used in conjunction with the following books in the English for academic study series, also published by Garnet Education: EAS Reading, EAS Writing, EAS Extended Writing & Research Skills, EAS Listening, EAS Speaking and EAS Vocabulary. Key Features Pronunciation of individual sounds Syllables and word stress Understanding word stress patterns Sentence stress and speaker choice Sounds in connected speech

Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.

This course includes an overview of current theory and practice. The paperback edition offers current and prospective teachers of English a comprehensive treatment of pronunciation pedagogy, drawing on current theory and practice. The text provides an overview of teaching issues from the perspective of different methodologies and second language acquisition research. It has a thorough grounding in the sound system of North American English, and contains insights into how this sound system intersects with listening, morphology, and spelling. It also contains diagnostic tools, assessment measures, and suggestions for syllabus design. Discussion questions encourage readers to draw on their personal language learning/teaching experiences as they assimilate the contents of each chapter. Follow-up exercises guide teachers in developing a range of classroom activities within a communicative framework.

English for Academic Study: Speaking & Pronunciation EAS Speaking & Pronunciation is for students who need to communicate clearly and effectively in an academic environment. The book is designed to help students develop the speaking skills they need to participate in academic classes and discussions, and to enable them to improve their presentation skills. It makes use of engaging topics such as: changing roles in the family, the influence of the media, and science and the paranormal. The book also aims to help students develop their pronunciation to a level that will enable the listener to understand them with ease. The Speaking and Pronunciation sections can be studied separately, or used together as part of an integrated program of study. Speaking focus includes: Developing a presentation Participating in a discussion Anticipating arguments before a discussion Using a text to support ideas Presenting information from charts Leading a class Finding a focus for a presentation Designing a questionnaire Participating in a debate Presenting a research proposal Pronunciation focus includes: Vowel sounds, word stress, and weak forms Vowel sounds and word stress forms Consonant sounds and sentence stress Consonant sounds and word stress on two-syllable words Diphthongs and sounds in connected speech Consonant clusters and tone units Diphthongs and tone units Consonant clusters and intonation Each unit has weblinks offering additional information and activities, related to both speaking skills and pronunciation, and the topics covered in the units. A dedicated website, www.englishforacademicstudy.com, offers further instructor resources. The book can be used in conjunction with the following books in the English for academic study series, also published by Garnet Education: EAS Reading & Writing, EAS Extended Writing & Research Skills, EAS Listening and EAS Vocabulary.

English for Academic Study: Speaking English for academic study: Speaking is designed to help students develop the speaking skills they need to participate effectively in academic seminars and discussions, as well as to help them develop effective presentation skills. Each of the ten units is based on one of the topics listed below; the discussions and presentations that the students take part in during the course are related to the topic of each unit. The written and listening texts are designed to give the students different perspectives on the topics and provide evidence to support their ideas, one of the essential features of academic life. There is a learner diary at the end of each unit to help students think about the process of learning and the strategies they are developing. The unit topics are as follows: being a successful student; learning online; changing roles in the family; a healthy lifestyle; the influence of the media; the world of work; protecting the environment; science and the paranormal; and studying in a new environment. The 2009 edition of EAS Speaking has been fully revised for ease of use, while retaining the same popular topics. As well as a new format, the Course Book now comes with unit summaries and a comprehensive glossary of terms. Each unit has weblinks offering additional information and activities, related to both speaking skills and the topics covered in the units. A dedicated website, www.englishforacademicstudy.com, offers further teacher resources. This book can be used in conjunction with the following books in the English for academic study series, also published by Garnet Education: EAS Reading, EAS Writing, EAS Extended Writing & Research Skills, EAS Listening, EAS Vocabulary and EAS Pronunciation. Key Features Topic-led units develop presentation and seminar participation skills Reading and listening texts help generate ideas 'Useful language' sections support discussions and presentations Regular review units and learner diary sections to consolidate work Audio CDs for further self-study or homework Useful 21-page appendix An accompanying Course Book is also available.

This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners’ pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas.

This volume of specially commissioned articles examines theory and practice in EAP.

The best-selling English Pronunciation in Use is a comprehensive reference and practice book suitable for self-study or classroom work. Sixty easy-to-use units cover all aspects of pronunciation, including individual sounds, word stress, connected speech and intonation. The versions with audio CDs include audio material in a range of accents, supporting each unit. An additional reference section offers a glossary of specialized terms, help with the pronunciation of numbers and geographical names and fun exercises on phonemic symbols and minimal pairs. The version with CD-ROM provides a wide variety of additional interactive activities to reinforce the pronunciation covered in the book, as well as tests, progress checks, games and animated diagrams of the mouth showing learners how to produce individual sounds. Learners can also record themselves and compare their pronunciation with one of the many models provided.