Research in Teaching Pronunciation and Intonation

Bibliographic Data

ID24220987
AuthorsJennifer Jenkins (0000-0001-8531-8656)
Year2004
Volume24
Pages109-125
Publication date2004-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAnnual Review of Applied Linguistics (BOOK_SERIES)
Journal identifiersISSN: 0267-1905 • E-ISSN: 1471-6356
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0267190504000054
OpenAlexW2090284777
LanguageEN
Citations received20
References cited41

For several decades of the 20th century, the main interest of pronunciation teaching research was in applying contrastive analysis techniques to the sound segments of the L1 and L2 to identify differences between them and so, it was assumed, to highlight areas where L1 transfer errors were likely to occur. Later in the century, pronunciation teaching research began to move on both by embracing more sophisticated approaches to interlanguage phonology, taking universal, developmental, and other processes into account as well as transfer (see, e.g., the range of research interests documented in Ioup & Weinberger, 1987), and by focusing increasingly on suprasegmental features along with segmental. Still more recently and radically, a number of researchers have ceased treating pronunciation as a somewhat isolated, self-contained linguistic and pedagogic phenomenon, but are forging links with research into other aspects of language and language teaching and also maximizing the opportunities offered by technological advances. This chapter will outline these latest developments in pronunciation research and explore the extent of their influence on pedagogy.

Contrastive analysis · interlanguage phonology · Intonation · pronunciation teaching · prosodic features · technology in language teaching · EFL/ESL Teaching and Learning · Linguistic Studies and Language Acquisition · Phonetics and Phonology Research

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