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Pronunciation instruction in English...

Hodgetts, John.

Pronunciation instruction in English for academic purposesan investigation of attitudes, beliefs and practices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pronunciation instruction in English for academic purposesby John Hodgetts.
Reminder of title:	an investigation of attitudes, beliefs and practices /
Author:	Hodgetts, John.
Published:	Cham :Springer International Publishing :2020.
Description:	xvi, 251 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	English languagePronunciation
Online resource:	https://doi.org/10.1007/978-3-030-56116-1
ISBN:	9783030561161$q(electronic bk.)

Pronunciation instruction in English for academic purposesan investigation of attitudes, beliefs and practices /
Hodgetts, John.

Pronunciation instruction in English for academic purposesan investigation of attitudes, beliefs and practices /[electronic resource] :by John Hodgetts. - Cham :Springer International Publishing :2020. - xvi, 251 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7648. - Second language learning and teaching..

1. Introduction -- 2. Pronunciation Instruction: Background, Techniques and Relevant Studies -- 3. Suprasegmental Instruction and Intelligibility -- 4. Methodology: The Mixed Methods Approach -- 5. Results, Analysis, and Discussion -- 6. Conclusion and Recommendations for Future Practice.

This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses.

ISBN: 9783030561161$q(electronic bk.)

Standard No.: 10.1007/978-3-030-56116-1doiSubjects--Topical Terms:

711375
English language
--Pronunciation

LC Class. No.: PE1137 / .H634 2020

Dewey Class. No.: 421.52

Pronunciation instruction in English for academic purposesan investigation of attitudes, beliefs and practices /
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245 1 0 $a Pronunciation instruction in English for academic purposes $h [electronic resource] : $b an investigation of attitudes, beliefs and practices / $c by John Hodgetts.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2020.
300 $a xvi, 251 p. : $b ill., digital ; $c 24 cm.
490 1 $a Second language learning and teaching, $x 2193-7648
505 0 $a 1. Introduction -- 2. Pronunciation Instruction: Background, Techniques and Relevant Studies -- 3. Suprasegmental Instruction and Intelligibility -- 4. Methodology: The Mixed Methods Approach -- 5. Results, Analysis, and Discussion -- 6. Conclusion and Recommendations for Future Practice.
520 $a This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses.
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