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Relating Pronunciation Research and Practice

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English Pronunciation Teaching and Research

Part of the book series: Research and Practice in Applied Linguistics ((RPAL))

Abstract

Although research in pronunciation is providing an increasing knowledge base for pronunciation practitioners to make informed decisions about what they do in their classrooms or other contexts of practice, there are nonetheless significant areas which need further exploration. A review of current research highlights significant findings as well as some gaps in the research literature and between research and practice that are fueling debate and controversy. Suggestions are made of promising areas for future research, including experimental interventions and classroom-based qualitative studies investigating pronunciation teaching, as well as discourse and corpus-based studies of authentic speech exploring pronunciation in context. Continuing dialogue and interaction between researchers and practitioners promotes development of an expanding body of reliable and valid research findings and practices for pronunciation learning, teaching, and assessment.

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Notes

  1. 1.

    Grabe et al. (2005) equate this to the Cambridge accent.

  2. 2.

    A mora is a segment the length of a short vowel; long vowels are two moras in length. Vowel length is phonemic in Japanese.

  3. 3.

    The latter two vowels are sometimes classified as tense vowels, especially in respect to non-standard dialects where they maybe monophthongal; but for standard varieties of NAE they are both upgliding diphthongs (see discussion in Pennington, 1996, pp. 105–118).

  4. 4.

    The Journal of Second Language Pronunciation was established in 2015 (https://benjamins.com/#catalog/journals/jslp.1.1/main).

  5. 5.

    It could be reflected that the difference between the two instructional approaches is not just one between apples and oranges—which would be an appropriate type of difference for making comparisons—but more like the difference between apple pie and orange juice—that is, too different to make any kind of meaningful comparisons.

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  1. SOAS and Birkbeck College, University of London, London, UK

    Martha C. Pennington

  2. English, University of Leicester, Leicester, UK

    Pamela Rogerson-Revell

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Pennington, M.C., Rogerson-Revell, P. (2019). Relating Pronunciation Research and Practice. In: English Pronunciation Teaching and Research. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-47677-7_8

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