Current Trends in Pronunciation Instruction
Bibliographic Data
| ID | 23738511 |
|---|---|
| Authors | Joan C Mora (0000-0001-6071-2008, corresponding author) |
| Year | 2025 |
| Pages | 1-7 |
| Publication date | 2025-12-02 |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal20659 |
| OpenAlex | W4416917763 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 36 |
Teaching and learning second language pronunciation is a major challenge in communicative language education. Teachers do not only find it difficult to know what to focus on when teaching pronunciation, they often lack the methodological resources and training to effectively integrate pronunciation into their communicative language classes. For most learners, achieving sufficiently high levels of L2 pronunciation accuracy and speech intelligibility are crucial objectives with important benefits beyond the attainment of effective communication. It also positively affects psychological dimensions of L2 learning such as self‐confidence, anxiety, motivation, and willingness to communicate, all of which would have a broader positive impact on all domains of language learning. Although research has provided empirical evidence for the effectiveness of several pronunciation training and teaching methods for pronunciation development (e.g., high‐variability phonetic training, explicit phonetic instruction, computer‐assisted pronunciation instruction), effectively integrating them into the communicative language classroom remains both a methodological challenge and a largely unexplored area of research. Effectively integrating pronunciation instruction into communicative language teaching requires creative pedagogically oriented innovations with clear identification of pronunciation teaching goals (e.g., speech intelligibility) that would allow pronunciation learning in meaningful language use contexts to facilitate transfer of learning gains to real‐life communication. This entry offers a research‐informed perspective on current issues in L2 pronunciation teaching and learning and provides an outline of current trends in pronunciation instruction, including recent techniques, approaches, and methods for L2 pronunciation learning.
First language · Focus (optics) · Identification (biology) · Intelligibility (philosophy) · Language acquisition · Perspective (graphical) · Pronunciation
Pronunciation Fundamentals
Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research
The Effectiveness of Second Language Pronunciation Instruction
Embodied Prosodic Training Helps Improve Accentedness and Suprasegmental Accuracy
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness
Can Captioned Video Benefit Second Language Pronunciation
Mimicking accented speech as L2 phonological awareness
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos
Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency
Incidental and Multimodal High Variability Phonetic Training
Effects of Second Language Pronunciation Teaching Revisited
| Highly cited | No |
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