Review de Pronunciation Fundamentals. Evidence-Based perspectives for L2 teaching and research

Abstract

[eng] Although pronunciation in EFL has typically been neglected in language teaching methodologies (Harmer, 2001; Palacios, 2001; Rogerson, 2011; Underhill, 2013; Walker, 2014; Szpyra, 2015), recent years have witnessed a growing number of studies on classroom teaching in this area. Moreover, several publications have appeared in which pronunciation is the main area of focus, such as Speak Out! – the newsletter of the IATEFL PronSig group – and the Journal of Second Language Pronunciation. In addition, several annual conferences are now held which are based on research and teaching in pronunciation (Munro and Derwing, 2015). Studies tend to focus on theoretical aspects such as the reasons why pronunciation is important and should be taught in the classroom, factors which may influence the learning process, or whether one should aim at sounding native-like. The present book also deals with these theoretical topics, although more practical and pedagogical issues are also dealt with, as well as some considerations for future directions in teaching, research and the assessment of student pronunciation.