Veronica G. Sardegna is Adjunct Faculty of ESL, World Languages and Teacher Education in the Department of Instruction and Leadership in Education at Duquesne University, USA. She has published extensively on topics related to English pronunciation teaching, intercultural learning and instructional technology. In 2021, she received the D. Scott Enright Interest Section Service Award for her outstanding service to TESOL.

Anna Jarosz is Assistant Professor in the Department of English Language and Applied Linguistics at the University of Lodz, Poland. Her professional interests include pronunciation teaching and learning with a focus on individual learner differences, motivation and strategy use.

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Phonetic Symbols

Contributors

Preface

Part 1: Introduction

Chapter 1. Veronica G. Sardegna and Anna Jarosz: Introduction

Chapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and Teaching

Part 2: Theoretical Perspectives

Chapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know

Chapter 4. Marnie Reed: The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation       

Chapter 5. Miroslaw Pawlak: The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda

Chapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish Case

Part 3: Practical Perspectives and Research Findings

Chapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules

Chapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning Strategies

Chapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with Perception

Chapter 10. Anastazija Kirkova-Naskova: Learners' Views on the Usefulness of L2 Perceptual Training

Chapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers' Views and Skills

Chapter 12. Anna Jarosz: Exploring how Teachers' Pronunciation Beliefs Affect their Classroom Practices

Chapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers' Beliefs and Practices

Part 4: Teacher Preparation

Chapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach Pronunciation

Chapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher Preparation

Chapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students  

Chapter 17. Malgorzata Baran-Lucarz:  Teaching Pronunciation to Older Adult EFL Learners

Part 5: Conclusion

Chapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future Directions

Index