LEADER 05702nam 2200661 450 001 9910825420803321 005 20221217013919.0 010 $a90-272-6859-2 035 $a(CKB)3710000000441650 035 $a(EBL)2083575 035 $a(SSID)ssj0001517736 035 $a(PQKBManifestationID)12559739 035 $a(PQKBTitleCode)TC0001517736 035 $a(PQKBWorkID)11505579 035 $a(PQKB)10159359 035 $a(PQKBManifestationID)16038995 035 $a(PQKB)24895602 035 $a(MiAaPQ)EBC2083575 035 $a(DLC) 2015010019 035 $a(EXLCZ)993710000000441650 100 $a20150715h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPronunciation fundamentals $eevidence-based perspectives for L2 teaching and research /$fTracey M. Derwing, Murray J. Munro 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (222 p.) 225 1 $aLanguage Learning and Language Teaching,$x1569-9471 ;$vVolume 42 300 $aDescription based upon print version of record. 311 $a90-272-1326-7 320 $aIncludes bibliographical references and indexes. 327 $aPronunciation Fundamentals; Editorial page; Title page; LCC data; Dedication page; Table of contents; Foreword; How to use this book; Acknowledgements; chapter 1; Key concepts; Introduction; Essential terminology; Nativeness and Intelligibility Principles; An evidence-based approach to pronunciation teaching and teaching materials; Setting the record straight; Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research; chapter 2; Historical overview of pronunciation; Introduction; Descriptions of English phonetics for teaching purposes; Orthography 327 $aSociolinguistic influencesClassroom teaching materials and innovations; Textbooks; Technological developments; Research on adult phonetic learning; Research on pronunciation teaching; chapter 3; A pedagogical perspective on L2 phonetic acquisition; Introduction; The phonetic learning process; Factors influencing phonetic learning; Language Experience, Personal and Instructional Factors; Other influences; Applying research findings in the pronunciation classroom; Age; Language experience; Motivational influences; Aptitude; Instruction; Summary; chapter 4; Pronunciation errors and error gravity 327 $aIntroductionWhat counts as an error?; Classifying learners' errors; Segmental errors; Prosodic errors; Other problems; Explaining why pronunciation errors occur; Contrastive analysis; Error analysis; Weaknesses of CAH and error analysis as theoretical accounts of L2 speech; Best's perceptual assimilation model; Flege's speech learning model; Comparing newer and older approaches; Other approaches; Are theoretical accounts of errors useful in the classroom?; Determining error gravity; Functional load; Summary; chapter 5; Pronunciation instruction research; Introduction 327 $aIs pronunciation taught in L2 classrooms?Teaching resources; Do teachers have sufficient training to teach pronunciation?; Should non-native speakers teach L2 pronunciation?; Conducting classroom-based research: Is pronunciation instruction effective?; Curriculum issues; Is pronunciation better taught in stand-alone or integrated classrooms?; Should pronunciation instruction be offered in shared L1 or mixed L1 classes?; When should pronunciation be introduced?; Curriculum development; Needs analysis; Goal-setting; Syllabus design, materials development and resource selection 327 $aInstructional planning and implementationAssessment; Revision; Preparing students for standardized tests; Summary; chapter 6; Assessment of L2 pronunciation; Introduction; Testing pronunciation in the classroom; Needs assessment; Formative assessment; Summative assessments; Test materials; What does the instructor need to know to evaluate effectively?; Testing pronunciation beyond the classroom; Reliability and validity; Technology and assessment; Summary; chapter 7; Technology in L2 pronunciation instruction; Introduction; Implementing technology in classroom pedagogy; Using digitized speech 327 $aVisual representations of speech 330 $aThe emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravi 410 0$aLanguage learning and language teaching ;$vVolume 42. 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage and languages$xPronunciation for foreign speakers 606 $aSpeech acts (Linguistics) 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage and languages$xPronunciation for foreign speakers. 615 0$aSpeech acts (Linguistics) 676 $a418.0071 700 $aDerwing$b Tracey M.$0720371 702 $aMunro$b Murray J. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825420803321 996 $aPronunciation fundamentals$93920182 997 $aUNINA