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The Handbook of English Pronunciation
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The Handbook of English Pronunciation
by John Levis, Marnie Reed
The Handbook of English Pronunciation
Cover
Title page
Notes on Contributors
Introduction
REFERENCES
Part I: The History of English Pronunciation
1 The Historical Evolution of English Pronunciation
Introduction
A question of evidence
Case study 1
Digraphs and diphthongs
The Great Vowel Shift
Explaining sound-change
REFERENCES
2 Accent as a Social Symbol
Introduction
Acts of transformation: the eighteenth-century context
Educating accents
Attitudes, accent, and popular culture
The broadcast voice
Belief and behavior: convergence and divergence
REFERENCES
3 History of ESL Pronunciation Teaching
Introduction
Before pronunciation teaching (1800–1880s)
The first wave of pronunciation teaching: precursors (1850s–1880s)
The second wave of pronunciation teaching: the reform movement (1880s–early 1900s)
Reform movement innovations (1888–1910)
Converging and complementary approaches (1890s–1920s)
A period of consolidation (1920s–1950s)
Competing conceptual paradigms: 1950–1970s
ALM and pronunciation teaching (1960–1975): conflicting perspectives
Three innovators of the 1960s–1970s: Clifford H. Prator, Betty Wallace Robinett, and J. Donald Bowen
“Bowen’s Technique”
Designer methods of the 1970s
The third wave: communicative styles of pronunciation teaching (mid-1980s–1990s)
The third wave’s first genre of professional literature: ESL classroom textbooks (mid-1980s–present)
The third wave’s second genre: activity recipe collections (1990s–2012)
The third wave’s third genre: teacher preparation texts (late 1990s–present)
Pronunciation teaching specialists (1980s–1990s)
Ontogeny of ESL pronunciation teaching in the twentieth century
A gap in ESL pronunciation teaching (up until the mid-1990s)
The fourth wave: emergence of empirical research (mid-1990s–present)
REFERENCES
Part II: Describing English Pronunciation
4 Segmentals
Introduction
The emergence of standard pronunciation
The International Phonetic Association (IPA)
Phonemes and allophones
Representing the consonants of English
Variation in the consonant symbols
Representing the monophthong vowels of English
Diphthongs
Feature-based representations of sounds
Autosegmental representations
Nonprescriptive representations
Conclusion
REFERENCES
5 Syllable Structure
Introduction
Importance as a unit
Structure of the syllable
Complexity of English syllable structure
Rhyme
Onset
Problems in syllabification
Semi-vowels, syllabic consonants
Some syllable structure rules of English
Potential syllables
Integration of loanwords
Syllables in pronunciation teaching
Conclusion
REFERENCES
6 Lexical Stress in English Pronunciation
English lexical stress and its pronunciation implications
The perception of English lexical stress by native listeners
The production of English lexical stress by native speakers
Mispronunciation of stress
Lexical stress and non-native use of English
Conclusion
Acknowledgments
REFERENCES
7 The Rhythmic Patterning of English(es)
Early research
Recent research
Rhythm indices and the measurement of rhythm of world Englishes
Implications for pronunciation teaching
REFERENCES
8 English Intonation – Form and Meaning
Introduction
Descriptive traditions
Instrumental analysis
Intonation and meaning
REFERENCES
Part III: Pronunciation and Discourse
9 Connected Speech
Introduction
Definitions of connected speech
Function of CSPs in English
A classification for connected speech processes
Connected speech features
Research into CSPs
Production
Future research into connected speech
REFERENCES
10 Functions of Intonation in Discourse
Introduction
Theoretical and methodological frameworks
Sentence types and speech acts
Information structure
Text structure
Interaction management: turn-taking in conversation
Backchannel
Attitude/interpersonal meaning
REFERENCES
11 Pronunciation and the Analysis of Discourse
Introduction
The role of prosody for discourse
Implications for learning and teaching pronunciation
Concluding observations
REFERENCES
Appendix
12 Fluency
Introduction
Defining fluency
Relationships between fluency, accentedness, intelligibility, and comprehensibility
Relevant speech production models
Implications
Conclusion
REFERENCES
Part IV: Pronunciation of the Major Varieties of English
13 North American English
“North American English” and “pronunciation”: a definition of terms
General pronunciation features of Standard North American English (SNAE): what makes people sound North American?
Regional variation in NAE pronunciation
Social variation in NAE
REFERENCES
14 British English
The state of British English pronunciation
A model English accent: Received Pronunciation
Locating regional accents
Major markers of place
Fine tuning regional differences
Some regional suprasegmentals
Conclusion
REFERENCES
15 Australian and New Zealand English
Introduction
Vowels
Consonants
Prosodics
Conclusion
REFERENCES
16 The Pronunciation of English in South Africa
Introduction
The historical sociolinguistics of South African English
The pronunciation features of South African English
Recent developments and research into SAfE
Conclusion
REFERENCES
17 Indian English Pronunciation
Introduction
English in India: past and present
Elements of General Indian English Pronunciation: segments
Prosodic features
Information structure: focus
Stability
Conclusion
Acknowledgment
REFERENCES
18 Pronunciation and World Englishes
Introduction
REFERENCES
Part V: Pronunciation and Language Acquisition
19 Acquisition of the English Sound System
Early studies of child language
Conclusion
REFERENCES
Appendix
20 Variables Affecting L2 Pronunciation Development
Introduction
Participants
Social processes
Collective actions
Theoretical frameworks
Conclusion
REFERENCES
Part VI: Pronunciation Teaching
21 Intelligibility in Research and Practice: Teaching Priorities
Introduction
Definitions
Local versus global intelligibility
Measurement
Laboratory and classroom-based studies of intelligibility
Listener effects
Teaching priorities in intelligibility-oriented instruction
Focus priorities
Implementation
Conclusions
REFERENCES
22 The Segmental/Suprasegmental Debate
Introduction
Categorizing features of pronunciation: segmental or suprasegmental?
An integrated system of pronunciation features: the prosodic hierarchy
Moving on from the segmental/suprasegmental debate
Conclusion
REFERENCES
23 Applying Theories of Language and Learning to Teaching Pronunciation
Introduction
What can theories tell us and which ones should we listen to?
Teaching tips
Conclusion
REFERENCES
24 The Pronunciation of English as a Lingua Franca
Introduction
ENL, ESL, EFL and ELF: differences in pronunciation teaching goals
Variation, accent, and intelligibility
The Lingua Franca Core
Teaching ELF pronunciation – classroom models
Teaching ELF pronunciation – classroom techniques
The learner’s mother-tongue phonology
Concerns regarding teaching pronunciation for ELF
REFERENCES
25 Intonation in Research and Practice: The Importance of Metacognition
Introduction
Theories informing intonation pedagogy
Intonation in practice: an overview of current approaches and relevant research
Original research on intonation
Discussion: research and practice divides
Implications for a metacognitive approach to the classroom
Five recommendations for a metacognitive-focused approach to intonation
Conclusion
REFERENCES
26 Integrating Pronunciation into the Language Classroom
Introduction
Challenges
Form-focused communicative language teaching
Using the communicative framework to integrate a pronunciation component into other lessons
Conclusion
Acknowledgments
REFERENCES
27 Using Orthography to Teach Pronunciation
Introduction
Representing English sounds
Orthography for prediction
Predicting consonant choice
Predicting major word stress
Predicting major-stressed vowels
Predicting compression
Predicting suffix forms
Predicting variability
Conclusion
REFERENCES
28 Technology and Learning Pronunciation
Introduction
Technology for capturing and modeling pronunciation, with limited feedback
Technology for suprasegmental feedback
Technology for giving feedback at the segmental level
Technology for evaluating pronunciation
Technology for practising speaking skills
Conclusion
REFERENCES
Index
End User License Agreement
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The Handbook of English Pronunciation
CONTENTS
Cover
Title page
Notes on Contributors
Introduction
REFERENCES
Part I: The History of English Pronunciation
1 The Historical Evolution of English Pronunciation
Introduction
A question of evidence
Case study 1
Digraphs and diphthongs
The Great Vowel Shift
Explaining sound-change
REFERENCES
2 Accent as a Social Symbol
Introduction
Acts of transformation: the eighteenth-century context
Educating accents
Attitudes, accent, and popular culture
The broadcast voice
Belief and behavior: convergence and divergence
REFERENCES
3 History of ESL Pronunciation Teaching
Introduction
Before pronunciation teaching (1800–1880s)
The first wave of pronunciation teaching: precursors (1850s–1880s)
The second wave of pronunciation teaching: the reform movement (1880s–early 1900s)
Reform movement innovations (1888–1910)
Converging and complementary approaches (1890s–1920s)
A period of consolidation (1920s–1950s)
Competing conceptual paradigms: 1950–1970s
ALM and pronunciation teaching (1960–1975): conflicting perspectives
Three innovators of the 1960s–1970s: Clifford H. Prator, Betty Wallace Robinett, and J. Donald Bowen
“Bowen’s Technique”
Designer methods of the 1970s
The third wave: communicative styles of pronunciation teaching (mid-1980s–1990s)
The third wave’s first genre of professional literature: ESL classroom textbooks (mid-1980s–present)
The third wave’s second genre: activity recipe collections (1990s–2012)
The third wave’s third genre: teacher preparation texts (late 1990s–present)
Pronunciation teaching specialists (1980s–1990s)
Ontogeny of ESL pronunciation teaching in the twentieth century
A gap in ESL pronunciation teaching (up until the mid-1990s)
The fourth wave: emergence of empirical research (mid-1990s–present)
REFERENCES
Part II: Describing English Pronunciation
4 Segmentals
Introduction
The emergence of standard pronunciation
The International Phonetic Association (IPA)
Phonemes and allophones
Representing the consonants of English
Variation in the consonant symbols
Representing the monophthong vowels of English
Diphthongs
Feature-based representations of sounds
Autosegmental representations
Nonprescriptive representations
Conclusion
REFERENCES
5 Syllable Structure
Introduction
Importance as a unit
Structure of the syllable
Complexity of English syllable structure
Rhyme
Onset
Problems in syllabification
Semi-vowels, syllabic consonants
Some syllable structure rules of English
Potential syllables
Integration of loanwords
Syllables in pronunciation teaching
Conclusion
REFERENCES
6 Lexical Stress in English Pronunciation
English lexical stress and its pronunciation implications
The perception of English lexical stress by native listeners
The production of English lexical stress by native speakers
Mispronunciation of stress
Lexical stress and non-native use of English
Conclusion
Acknowledgments
REFERENCES
7 The Rhythmic Patterning of English(es)
Early research
Recent research
Rhythm indices and the measurement of rhythm of world Englishes
Implications for pronunciation teaching
REFERENCES
8 English Intonation – Form and Meaning
Introduction
Descriptive traditions
Instrumental analysis
Intonation and meaning
REFERENCES
Part III: Pronunciation and Discourse
9 Connected Speech
Introduction
Definitions of connected speech
Function of CSPs in English
A classification for connected speech processes
Connected speech features
Research into CSPs
Production
Future research into connected speech
REFERENCES
10 Functions of Intonation in Discourse
Introduction
Theoretical and methodological frameworks
Sentence types and speech acts
Information structure
Text structure
Interaction management: turn-taking in conversation
Backchannel
Attitude/interpersonal meaning
REFERENCES
11 Pronunciation and the Analysis of Discourse
Introduction
The role of prosody for discourse
Implications for learning and teaching pronunciation
Concluding observations
REFERENCES
Appendix
12 Fluency
Introduction
Defining fluency
Relationships between fluency, accentedness, intelligibility, and comprehensibility
Relevant speech production models
Implications
Conclusion
REFERENCES
Part IV: Pronunciation of the Major Varieties of English
13 North American English
“North American English” and “pronunciation”: a definition of terms
General pronunciation features of Standard North American English (SNAE): what makes people sound North American?
Regional variation in NAE pronunciation
Social variation in NAE
REFERENCES
14 British English
The state of British English pronunciation
A model English accent: Received Pronunciation
Locating regional accents
Major markers of place
Fine tuning regional differences
Some regional suprasegmentals
Conclusion
REFERENCES
15 Australian and New Zealand English
Introduction
Vowels
Consonants
Prosodics
Conclusion
REFERENCES
16 The Pronunciation of English in South Africa
Introduction
The historical sociolinguistics of South African English
The pronunciation features of South African English
Recent developments and research into SAfE
Conclusion
REFERENCES
17 Indian English Pronunciation
Introduction
English in India: past and present
Elements of General Indian English Pronunciation: segments
Prosodic features
Information structure: focus
Stability
Conclusion
Acknowledgment
REFERENCES
18 Pronunciation and World Englishes
Introduction
REFERENCES
Part V: Pronunciation and Language Acquisition
19 Acquisition of the English Sound System
Early studies of child language
Conclusion
REFERENCES
Appendix
20 Variables Affecting L2 Pronunciation Development
Introduction
Participants
Social processes
Collective actions
Theoretical frameworks
Conclusion
REFERENCES
Part VI: Pronunciation Teaching
21 Intelligibility in Research and Practice: Teaching Priorities
Introduction
Definitions
Local versus global intelligibility
Measurement
Laboratory and classroom-based studies of intelligibility
Listener effects
Teaching priorities in intelligibility-oriented instruction
Focus priorities
Implementation
Conclusions
REFERENCES
22 The Segmental/Suprasegmental Debate
Introduction
Categorizing features of pronunciation: segmental or suprasegmental?
An integrated system of pronunciation features: the prosodic hierarchy
Moving on from the segmental/suprasegmental debate
Conclusion
REFERENCES
23 Applying Theories of Language and Learning to Teaching Pronunciation
Introduction
What can theories tell us and which ones should we listen to?
Teaching tips
Conclusion
REFERENCES
24 The Pronunciation of English as a Lingua Franca
Introduction
ENL, ESL, EFL and ELF: differences in pronunciation teaching goals
Variation, accent, and intelligibility
The Lingua Franca Core
Teaching ELF pronunciation – classroom models
Teaching ELF pronunciation – classroom techniques
The learner’s mother-tongue phonology
Concerns regarding teaching pronunciation for ELF
REFERENCES
25 Intonation in Research and Practice: The Importance of Metacognition
Introduction
Theories informing intonation pedagogy
Intonation in practice: an overview of current approaches and relevant research
Original research on intonation
Discussion: research and practice divides
Implications for a metacognitive approach to the classroom
Five recommendations for a metacognitive-focused approach to intonation
Conclusion
REFERENCES
26 Integrating Pronunciation into the Language Classroom
Introduction
Challenges
Form-focused communicative language teaching
Using the communicative framework to integrate a pronunciation component into other lessons
Conclusion
Acknowledgments
REFERENCES
27 Using Orthography to Teach Pronunciation
Introduction
Representing English sounds
Orthography for prediction
Predicting consonant choice
Predicting major word stress
Predicting major-stressed vowels
Predicting compression
Predicting suffix forms
Predicting variability
Conclusion
REFERENCES
28 Technology and Learning Pronunciation
Introduction
Technology for capturing and modeling pronunciation, with limited feedback
Technology for suprasegmental feedback
Technology for giving feedback at the segmental level
Technology for evaluating pronunciation
Technology for practising speaking skills
Conclusion
REFERENCES
Index
End User License Agreement
List of Tables
Chapter 01
Table 1.1 Grimm’s law cognates in Germanic and non-Germanic languages.
Chapter 03
Table 3.1 Empirical research that supports ESL pronunciation teaching (ESL pronunciation teaching’s fourth wave).
Chapter 04
Table 4.1 The 24 consonant phonemes of English, classified according to place and manner of articulation.
Chapter 05
Table 5.1 Syllable structure of various English words.
Table 5.2 Syllable structure of various languages.
Table 5.3 Sounds analysed in terms of their phonetic form and phonological function in the syllable.
Chapter 12
Table 12.1 Possible learner outcomes for L2 fluency and pronunciation applying Anderson’s (1983) Adaptive Control of Thought model.
Chapter 13
Table 13.1 Broad transcription of English vowel phonemes (Labov, Ash, and Boberg 2006) with keywords from Wells (1982).
Table 13.2 Phonemic contrasts in the vowel systems of Standard British English (SBE) and North American English (SNAE). Parentheses indicate regional and/or social variation.
Table 13.3 Approximate phonetic quality of the 14 vowel phonemes of Standard North American English, including pre-rhotic variants.
Table 13.4 Vowel qualities in traditional Boston English.
Table 13.5 Vowel qualities in traditional New York City English.
Table 13.6 Vowel qualities in Inland Northern speech (fully shifted).
Table 13.7 Vowel qualities in traditional Southern speech.
Table 13.8 Vowel qualities in Canadian speech.
Chapter 14
Table 14.1 Modern unmarked vowel transcription for Received Pronunciation, with present-day transcriptions of traditional alternatives. Adapted from Upton (2004).
Chapter 15
Table 15.1 The vowel formants (in Hz) for male New Zealand and Australian speakers.
Table 15.2 Cases of neutralization.
Table 15.3 Pairings of vowels by length.
Tabel 15.4 Allophones of voiceless plosives.
Chapter 17
Table 17.1 Consonant phonemes of GIE.
Table 17.2 Monophthong vowel phonemes of GIE.
Chapter 21
Table 21.1 Results of possible intelligibility and comprehensibility combinations.
Table 21.2 Results of possible intelligibility and accentedness combinations.
Table 21.3 Possible outcomes of prioritized instruction.
Table 21.4 Teaching for global intelligibility and comprehensibility: priorities and implementation.
Chapter 22
Table 22.1 Categorizing non-target-like features of pronunciation that have an impact on intelligibility.
Table 22.2 The prosodic hierarchy: English.
Table 22.3 The prosodic hierarchy: Vietnamese.
Chapter 24
Table 24.1 Differences in using English in ENL, ESL, EFL, and ELF contexts.
Table 24.2 Pronunciation targets for teaching EFL and ELF (from Zoghbor 2011a, modified from Jenkins 2005).
Table 24.3 Communication tasks and pronunciation with multilingual and monolingual classes (from Walker 2010, adapted from Jenkins 2000).
Chapter 26
Table 26.1 Grammatical forms with direct connections to pronunciation.
List of Illustrations
Chapter 04
Figure 4.1 The monophthong vowels of British English.
Chapter 06
Figure 6.1 The verb
perVERT
(upper three panels) and the noun
PERvert
(lower three panels), which differ in stress, spoken by a male speaker of American English in the carrier sentence
Say the word …. again
. The three display panels of each figure are: top, a broad-band spectrogram; middle, a waveform display; below, a narrow-band spectrogram. Vertical lines in each panel indicate the onset and offset of the example word
pervert
. The figure is modelled on a figure created by Lehiste and Peterson (1959: 434). The stressed syllables (the second syllable of the verb, in the upper panels, and the first syllable of the noun, in the lower panels) are longer, louder, and higher in pitch than the unstressed versions of the same syllables (the first syllable of the verb, the second syllable of the noun). The length difference can be particularly well seen in the broad-band spectrogram, the loudness difference in the waveform, and the pitch difference in the narrow-band spectrogram, where the higher the fundamental frequency (pitch), the wider the spacing of its resonants (the formants, forming stripes in the figure).
Chapter 08
Figure 8.1 Well, I’d be worried / but neither Jim or Jane / you know / seem concerned about it / do they?
Figure 8.2 H* and L*+H pitch accents on
I’d
.
Chapter 09
Figure 9.1 Our categorization of Connected Speech Processes.
Chapter 11
Figure 11.1 Pitch matching in excerpt (4), lines 3–4.
Figure 11.2 Rhythmic integration (Szczepek Reed 2009: 1234).
Chapter 12
Figure 12.1 Distribution of accent ratings for the five most fluent and five least fluent speakers (1 = strong accent; 9 = no accent).
Figure 12.2 Distribution of comprehensibility rating for the five most fluent and five least fluent speakers (1 = extremely difficult to understand; 9 = very easy to understand).
Chapter 13
Figure 13.1 Map 11.15 from
The Atlas of North American English
(Labov, Ash, and Boberg 2006).
Chapter 16
Figure 16.1 A map of South Africa
Chapter 17
Figure 17.1 LΦHΦ HΦLι (A girl is)Φ (( hitting a) boy)Φ)ι
Chapter 22
Figure 22.1 Analysis of speaker and listener contribution at sites of reduced intelligibility. Adapted from Zielinski 2006b.
Chapter 23
Figure 23.1 A spectrum of views on the role of cognition in language learning.
Figure 23.2 Visual perception. For many years, the creator of this figure was thought to be British cartoonist W.E. Hill, who published it in 1915 in
Puck
humor magazine, an American magazine inspired by the British magazine
Punch
. However, Hill almost certainly adapted the figure from an original concept that was popular throughout the world on trading and puzzle cards.
Figure 23.3 Adding lines for a different view.
Chapter 28
Figure 28.1 Speech analysis of the utterance “the handbook of English pronunciation”, showing the speech waveform (top), spectrogram with colored tracings of the first four formants (middle), and pitch contour (bottom).
Guide
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Table of Contents
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