Pronunciation Myths: Applying Second Language Research to Classroom Teaching (The Myths Series)

Pronunciation Myths: Applying Second Language Research to Classroom Teaching (The Myths Series)

<div><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal>This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that <I>Vocabulary Myths</I> by Keith S. Folse is one for reading and vocabulary teachers. Like others in the <I>Myths </I>series, this book combines research with good pedagogical practices.</P><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal> </P><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal>The book opens with a Prologue by Linda Grant (author of the <I>Well Said </I>textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught.</p><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal> </P><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal>The myths challenged in this book are:</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro)</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates)</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds.  (Field)</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Intonation is hard to teach. (Gilbert)</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Students would make better progress if they just practiced more. (Grant)</P><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Accent reduction and pronunciation instruction are the same thing. (Thomson)</p><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal>§  Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy).</p><P style="LINE-HEIGHT: 200%; TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo1" class=MsoNormal> </P><P style="LINE-HEIGHT: 200%; MARGIN: 0in 0in 0pt" class=MsoNormal>The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.</div>