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I have been teaching ESL for over 35 years, mostly at the university level. For most of that time I have worked with teachers and supervising and presenting workshops on how to teach. My specialty is English pronunciation. This specialty has led me to explore a wide variety of topics, including teaching pronunciation, the role of intonation in pronunciation teaching, teaching other teachers about teaching pronunciation, the roles of dialects in teaching pronunciation, and examining what makes speech intelligible.
I have presented papers and taught in Canada, Singapore, Poland, Japan, Spain, North Macedonia, the Czech Republic, Sweden, France, Taiwan, Ukraine, Scotland, and the US. I have written articles about pronunciation teaching in a variety of journals, from the more theoretical (such as Applied Linguistics) to those that mix theory and practice (such as TESOL Quarterly) to those that are quite practically minded (TESOL Journal, ELT Journal). I am also the co-editor of several volumes, including Social Dynamics in Second Language Accent (Degruyter), The Handbook of English Pronunciation (Wiley Blackwell), Critical Concepts in Linguistics: Pronunciation (Taylor & Francis), and am the author of the Cambridge University Press book, Intelligibility, Oral Communication, and the Teaching of Pronunciation. A new book, co-edited with Tracey Derwing and Sinem Sonsaat-Hegelheimer, was just published in 2022. It is called Second language pronunciation: Bridging the gap between research and practice.
I am the creator and organizer of the Pronunciation in Second Language Learning and Teaching conference, now going into its twelfth year. The conference attracts scholars and teachers interested in pronunciation from around the world and provides a freely available reviewed electronic proceedings. A direct result of the conference is the new Journal of Second Language Pronunciation (John Benjamins), of which I am the founding editor. I am also the co-creator, with Sinem Sonsaat-Hegelheimer, of pronunciationforteachers.com, a website providing reliable information about pronunciation concepts and pronunciation teaching.
This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.
Concerning the latter point, neither NES nor NNES teachers receive any specific training in the teaching of pronunciation. Since NNES teachers need to experience acquisition formally, they may naturally develop a degree of awareness concerning the aspects of pronunciation that are more challenging. On the other hand, NES teachers can only rely on their own perceptions.
Pronunciation, long on the periphery of applied linguistics research and pedagogy, continues to grow in importance because of its central roles in speech recognition, speech perception, and speaker identity. Pronunciation-related issues such as comprehensibility, accent, and the mutual intelligibility of varieties of world Englishes are central to many questions in applied linguistics. This calls for a sophisticated understanding of how technological tools that have long been used to shed light on phonological categories can be applied to teaching. Research into computer-assisted pronunciation teaching (CAPT) suggests that both researchers and pronunciation teachers increasingly make use of technology to answer key questions, to ensure that claims are defensible, and to develop theories and practices that more closely match acoustic reality. This article reviews three key areas where computer technology and pronunciation intersect: (1) appropriate pedagogical goals and the measurement of improvement; (2) the ability of CAPT to give useful, automatic feedback; and (3) the use of technology in diagnosing pronunciation errors. This article concludes with recommendations for key technological competencies needed by any researcher or teacher who examines pronunciation-related issues.
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.
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 learners' 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.
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.
As the most important foreign language in China, English poses great challenge for teachers to improve the performance of ESL (English as a second language) learners through in-class instruction. Blended, explicit, and implicit instruction are three widely used approaches in English class teaching, and it may be difficult to choose which one should be used in class to help the English language learners. With audio synthesis technology applied as an enhancement for teaching, this study aims to research the three effects on English pronunciation teaching in aspects of the performance and satisfaction of English language learners. 120 English learners in China were equally divided into three groups which were instructed by blended, explicit, and implicit instruction respectively. Based on the data collected by test and questionnaire in pre-test, in-test, and post-test, the results show that the blended instruction performs best in aspects of the improvement of performance and the class satisfaction. These findings indicate the great potential of blended instruction in English language teaching and more investment should be taken to promote its application to help the Chinese to better acquire this important language.
This talk will thus provide participants with clear pedagogical principles and practical activities forming an alternative approach to teaching pronunciation. More specifically, it will start with an overview of the most important findings from the last 20 years of pronunciation research in international contexts. It will then provide participants with clear pedagogical principles they can use to teach pronunciation. Finally, participants will see an array of practical pronunciation activities that they can use with their students.
Laura McIndoo, an ESL teacher at Central New Mexico Community College, encountered the Color Vowel Chart at a conference in 2013 and instantly recognized its potential. With a talent for graphic design and a love of game-based learning, Laura created the spoken card game known today as Color it out!Color it out! was an immediate hit with learners and teachers alike. It drew the attention of a friend in the tech industry, and a new company was born in 2016. Blue Canoe's mobile app combines the patented Color Vowel method with speech recognition and machine learning to provide people around the world with access to a virtual English pronunciation coach, a perfect complement to Color Vowel classroom instruction.All the while, our passionate community of inquisitive teachers and learners has made Color Vowel what it is today: a wonderfully multi-modal, brain-based way of teaching that connects the spoken and written forms of English with unprecedented clarity, raising profound implications for language identity, pronunciation, vocabulary development, reading readiness, and so much more.
The MA in TESOL typically includes second-language acquisition theory, linguistics, pedagogy, and an internship. A program will also likely have specific classes on skills such as reading, writing, pronunciation, and grammar. Admission requirements vary and may or may not require a background in education and/or language. Many graduate students also participate in teaching practica or clinicals, which provide the opportunity to gain experience in classrooms. 59ce067264