Thursday, March 22, 2018

CATESOL Journal Special Issue Focuses on Pronunciation

Pronunciation is the theme of the upcoming special issue of The CATESOL Journal (Spring 2018). It is chock full of digestible research, valuable concepts, and practical teaching methods to help students speak more clearly, as well as reviews of other recent publications in the field of pronunciation. 


Many thanks to guest editors Donna Brinton, John Levis, and Ana Wu and the numerous authors whose contributions make this exciting volume. To tantalize you, read through the table of contents below. At the end, find a link where you can gain free access to the open source journal.

Table of Contents

The CATESOL Journal 

Volume 30 • Number 1 • 2018
John Levis, Ana Wu, & Donna M. Brinton (Guest Editors) 


Introduction to the Special Issue
John Levis, Iowa State University
Ana Wu, City College of San Francisco
Pronunciation: Research into Practice and Practice into Research

Feature Articles
Isabelle Darcy, Indiana University
Powerful and Effective Pronunciation Instruction: How Can We Achieve It?
Marsha J. Chan, Sunburst Media
Embodied Pronunciation Learning: Research and Practice
Alison McGregor, University of Texas, Austin
Marnie Reed, Boston University
Integrating Pronunciation into the English Language Curriculum: A Framework for Teachers
Alene Moyer, University of Maryland
An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent
Sinem Sonsaat, Iowa State University
Native and Nonnative English-Speaking Teachers’ Expectations of Teacher’s Manuals Accompanying General English and Pronunciation Skills Books
John Levis, Iowa State University
Greta Muller Levis, Iowa State University
Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners
Christine Lewis, University of Brunei Darussalam
David Deterding, University of Brunei Darussalam
Word Stress and Pronunciation Teaching in English as a Lingua Franca Contexts
Taylor Anne Barriuso, University of Utah
Rachel Hayes-Harb, University of Utah

High Variability Phonetic Training as a Bridge from Research to Practice

CATESOL Exchanges

Marla Yoshida, UC Irvine, International Programs
Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals
Andrea Echelberger, Minnesota Literacy Council
Suzanne Gilchrist McCurdy, University of Minnesota
Betsy Parrish, Hamline University
Utilizing a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom


Erin Zimmerman, American University of Beirut
Reconsidering Assumptions of Beginner Teachers’ Needs: An Examination of Commonly Used Pronunciation Textbooks
Shem Macdonald, La Trobe University
Pronunciation Tutorials: Not Only Sounds, But Also Awareness of Self and Context
Murray Munro, Simon Fraser University
How Well Can We Predict L2 Learners’ Pronunciation Difficulties?
Donna M. Brinton, Educational Consultant, Los Angeles, California

Reconciling Theory and Practice

Reviews

Ellen Rosenfield, University of California, Berkeley
Review of Mark Hancock’s PronPack (Hancock McDonald ELT)
Ivanne Deneroff, University of California, Santa Barbara
Review of Marla Yoshida’s Beyond Repeat After Me (TESOL Publications)
Carolyn Quarterman, Duke University
Review of Tamara Jones’ Pronunciation in the Classroom: The Overlooked Essential (TESOL Publications)
Janet Goodwin, University of California, Los Angeles
Review of John Murphy’s Teaching the Pronunciation of English: Focus on Whole Courses (University of Michigan Press)
Alif Owen Silpachal, Iowa State University
Review of Jose A. Mompean and Jonás Fouz-González’ Investigating English Pronunciation: Trends and Directions by (Palgrave Macmillan)
Barry D. Griner, University of Southern California
Review of Marina Cantarutti’s Pronunciation Bites (blog)


Access and download the individual papers at http://www.catesoljournal.org 
Look for Volume 30 Number 1.

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