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Second language pronunciation : bridging the gap between research and teaching

Second language pronunciation : bridging the gap between research and teaching (1회 대출)

자료유형
단행본
개인저자
Levis, John (John M.). Derwing, Tracey M. Sonsaat-Hegelheimer, Sinem.
서명 / 저자사항
Second language pronunciation : bridging the gap between research and teaching / edited by John M. Levis, Tracey M. Derwing, and Sinem Sonsaat-Hegelheimer.
발행사항
Hoboken, NJ, USA ;   Chichester, West Sussex, UK :   Wiley Blackwell,   2022.  
형태사항
vi, 339 p. : ill. ; 23 cm.
ISBN
9781119801528 1119801524
서지주기
Includes bibliographical references and index.
일반주제명
Second language acquisition --Study and teaching. Language and languages --Pronunciation by foreign speakers. Language and languages --Study and teaching --Foreign speakers.
000 00000nam u2200205 a 4500
001 000046116028
005 20220519133958
008 220516s2022 njua b 001 0 eng d
020 ▼a 9781119801528
020 ▼a 1119801524
035 ▼a (OCoLC)1277276258
040 ▼a YDX ▼c YDX ▼d EEM ▼d 211009
050 4 ▼a P118.2 ▼b .L48 2022
082 0 4 ▼a 418.0071 ▼2 23
084 ▼a 418.0071 ▼2 DDCK
090 ▼a 418.0071 ▼b S4452
245 0 0 ▼a Second language pronunciation : ▼b bridging the gap between research and teaching / ▼c edited by John M. Levis, Tracey M. Derwing, and Sinem Sonsaat-Hegelheimer.
260 ▼a Hoboken, NJ, USA ; ▼a Chichester, West Sussex, UK : ▼b Wiley Blackwell, ▼c 2022.
300 ▼a vi, 339 p. : ▼b ill. ; ▼c 23 cm.
504 ▼a Includes bibliographical references and index.
650 0 ▼a Second language acquisition ▼x Study and teaching.
650 0 ▼a Language and languages ▼x Pronunciation by foreign speakers.
650 0 ▼a Language and languages ▼x Study and teaching ▼x Foreign speakers.
700 1 ▼a Levis, John ▼q (John M.).
700 1 ▼a Derwing, Tracey M.
700 1 ▼a Sonsaat-Hegelheimer, Sinem.
945 ▼a ITMT

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 418.0071 S4452 등록번호 111864680 도서상태 대출중 반납예정일 2022-08-18 예약 예약가능 R 서비스 M

컨텐츠정보

목차

Chapter 1: Bridging the Research-Practice Gap in L2 Pronunciation (Tracey M. Derwing, University of Alberta, John M. Levis and Sinem Sonsaat-Hegelheimer, Iowa State University) Chapter 2: Integrating Pronunciation into Language Instruction (John M. Levis, Iowa State University, and Andrea Echelberger, Literacy Minnesota) Chapter 3: Perception in Pronunciation Training (Ron Thomson, Brock University) Chapter 4: Making the Teaching of Segmentals Purposeful (Joshua Gordon, University of Northern Iowa) Chapter 5: Making the Teaching of Suprasegmentals Accessible (Mary Grantham O''Brien, University of Calgary) Chapter 6: Classroom Research for Pronunciation (Veronica Sardegna, Duquesne University, and Alison McGregor, Princeton University) Chapter 7: Using Technology to Explore L2 Pronunciation (Dorothy Chun, UC Santa Barbara, and Yan Jiang, Shanghai Jiao tTong University) Chapter 8: Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model (Donna Brinton, Independent consultant, Mike Burri and Amanda Baker, University of Wollongong) Chapter 9: Effective Feedback for Pronunciation Teaching (Graeme Couper, Auckland University of Technology) Chapter 10: Pronunciation Assessment in Classroom Contexts (Daniel Isbell, University of Hawai''iI, & and Mari Sakai, Georgetown University) Chapter 11: Pronunciation in Varied Teaching and Learning Contexts (Mark Tanner and Lynn Henrichsen, Brigham Young University) Chapter 12: Pronunciation tTeaching in EFL K-12 Settings (Elina Tergujeff, University of Jyvaskyla) Chapter 13: The Laboratory, the Classroom, and Online: What Works in Each Context (Solene Inceoglu, The Australian National University, and Ines Martin, United States Naval Academy) Chapter 14: Teaching Pronunciation in the Context of Multiple Varieties of English (Lucy Pickering, Texas A & M Commerce, and Meichan Huang, Syracuse University) Chapter 15: Research-Informed Materials for Pronunciation Teaching (Sinem Sonsaat-Hegelheimer, Iowa State University, and Shannon McCrocklin, Southern Illinois University) Glossary Chapter 1: Bridging the Research-Practice Gap in L2 Pronunciation (Tracey M. Derwing, University of Alberta, John M. Levis and Sinem Sonsaat-Hegelheimer, Iowa State University) Chapter 2: Integrating Pronunciation into Language Instruction (John M. Levis, Iowa State University, and Andrea Echelberger, Literacy Minnesota) Chapter 3: Perception in Pronunciation Training (Ron Thomson, Brock University) Chapter 4: Making the Teaching of Segmentals Purposeful (Joshua Gordon, University of Northern Iowa) Chapter 5: Making the Teaching of Suprasegmentals Accessible (Mary Grantham O''Brien, University of Calgary) Chapter 6: Classroom Research for Pronunciation (Veronica Sardegna, Duquesne University, and Alison McGregor, Princeton University) Chapter 7: Using Technology to Explore L2 Pronunciation (Dorothy Chun, UC Santa Barbara, and Yan Jiang, Shanghai Jiao Tong University) Chapter 8: Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model (Donna Brinton, Independent consultant, Mike Burri and Amanda Baker, University of Wollongong) Chapter 9: Effective Feedback for Pronunciation Teaching (Graeme Couper, Auckland University of Technology) Chapter 10: Pronunciation Assessment in Classroom Contexts (Daniel Isbell, University of Hawai''I, and Mari Sakai, Georgetown University) Chapter 11: Pronunciation in Varied Teaching and Learning Contexts (Mark Tanner and Lynn Henrichsen, Brigham Young University) Chapter 12: Pronunciation Teaching in EFL K-12 Settings (Elina Tergujeff, University of Jyvaskyla) Chapter 13: The Laboratory, the Classroom, and Online: What Works in Each Context (Solene Inceoglu, The Australian National University, and Ines Martin, United States Naval Academy) Chapter 14: Teaching Pronunciation in the Context of Multiple Varieties of English (Lucy Pickering, Texas A & M Commerce, and Meichan Huang, Syracuse University) Chapter 15: Research-Informed Materials for Pronunciation Teaching (Sinem Sonsaat-Hegelheimer, Iowa State University, and Shannon McCrocklin, Southern Illinois University) Glossary

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