a CD with examples from the book. Based on British
English pronunciation.
- Pronunciation, Clement Laroy, Oxford University Press,
1995. ISBN #0-194370-87-9. Lots of ideas about using
psychology, drama, and similar techniques in teaching
pronunciation. The techniques apply equally to American
or British pronunciation.
- Teaching Pronunciation,^ John Murphy, TESOL, 2013.^ A
short, easy-to-read booklet, concentrating mainly on
thought groups and prominence.
- The Book of Pronunciation,^ Jonathan Marks and Tim
Bowen, Delta Publishing Company, 2012. Includes many
examples of activities for raising students’ awareness of
aspects of pronunciation, with a very heavy reliance on
the use of phonemic transcription. Based on British
English pronunciation.
- English Phonology and Pronunciation Teaching, Pamela
Rogerson-Revell, Continuum International Publishing
Group, 2011. ISBN #978-0-8264-2403-7. The main
emphasis is on teaching pronunciation for EIL purposes
(English as an International Language). It doesn’t o"er
many ideas on how to teach pronunciation—it’s more
about the content of teaching than methods for teaching.
It has a chapter on problems of particular language
groups, but very few languages are represented. No CD,
but there’s a companion website with audio !les and an
answer key. Based on British English pronunciation.
- Perspectives on Teaching Connected Speech to Second
Language Speakers, James Dean Brown and Kimi Kondo-
Brown, University of Hawai’i, National Foreign Language
Resource Center, 2006. ISBN #978-0-8248-3136-3. The
chapters cover research and methods of teaching and
testing connected speech (linking, stress, rhythm,
reductions, etc.), especially related to the teaching of
English and Japanese. Some chapters are very theoretical,
but others o"er more practical suggestions.
- Teaching the Pronunciation of English as a Lingua
Franca, Robin Walker, Oxford University Press, 2010.
ISBN #978-0-19-442200-0. This book takes a di"erent
approach than the others. It suggests that since English
has become an international language, students shouldn’t
be expected to imitate any one national variety of English
as their target (Standard American English, Standard
British English, etc.) Instead, the author suggests a
“Lingua Franca Core” of pronunciation features that are
most necessary in producing speech that is intelligible to
the widest range of native and non-native speakers of
English, and not worrying much about the rest. It’s an
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