|Full Title:||Pronunciation in Second Language Learning and Teaching|
|Location:||Santa Barbara, California, USA|
|Start Date:||05-Sep-2014 - 06-Sep-2014|
|Meeting Email:||click here to access email|
Alene Moyer, University of Maryland
Pronunciation instruction is increasingly popular in language classrooms around the world, in second language and foreign language contexts. Issues of intelligibility (Munro & Derwing, 1995) vs. nativeness (Levis, 2005), functional load (Brown, 1991; Munro & Derwing, 2006), effective instructional techniques for overcoming learning plateaus (Acton, 1986; Hardison, 2004; Goodwin, 2006), fluency (Derwing et al., 2008) and the relative roles of suprasegmentals and segmentals in instruction (Hahn, 2004) have all been examined in multiple studies. However, a large majority of important research into pronunciation has been carried out with English as the target language, despite the importance of L2 pronunciation in other languages, such as Japanese (e.g., Hirata, 2004), Spanish (e.g., Lord, 2008), French (Ruellot, 2006), German (Moyer, 1999), Chinese (Liu et al, 2000), and Dutch (Bongaerts, Mennen & Slik, 2000), among others. Research from a wide variety of L2 learning contexts is essential to filling out the current English-centric research agenda.
|Linguistic Subfield:||Applied Linguistics; Language Acquisition; Phonetics; Phonology|
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