The 10 articles in this issue approach teaching and learning phonology through different pedagogical projects in the fields of articulatory phonetics, sociophonetic variation or embodied cognition.
Monika Pukli – Preface
Barbara Kühnert & Claire Pillot-Loiseau – Teaching Pronunciation with Direct Visual Articulatory Feedback: Pedagogical Considerations for the Use of Ultrasound in the Classroom
Dan Frost— Doing Pronunciation Online: An Embodied and Cognitive Approach, Which Puts Prosody First
Thomas Jauriberry – Teaching English Sociophonetics through a Tutored Project
Mahdi Amazouz & Franck Zumstein – Using Learner Corpora in Serious Game Design for English Phonology and Pronunciation Teaching
Amanda Dalola – Une image vaut mille prononciations: Using Twitter to Support the Acquisition of Hard-to-Pronounce Words in L2 French
Julie Rouaud, Nathalie Huet & Anne Przewozny-Desriaux – Assessing Spoken English Performance and Self-Efficacy Beliefs in the Classroom: Some Considerations on the Value of an Interdisciplinary Embodied Methodology for French Learners of English
Kizzi Edensor-Costille – The Impact of Day-to-Day Use of Multimedia by L2 Learners of English on the Comprehension of Regional Varieties
Hyeseung Jeong, Stephanie Lindemann & Julia Forsberg – English Phonology in a Globalized World: Challenging Native Speakerism through Listener Training in Universities in Sweden and the US
Tim Kochem & John Levis – Evolving Teaching Practices of Pre-Service Language Teachers in L2 Pronunciation: A Case Study
Susan Moore Mauroux – English Pronunciation and the Spelling-Sound Code: What Priorities for Teachers of EFL?
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