Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research [Review]

  • Sonca Vo (Iowa State University)


Achieving a native-like accent is not easy for many non-native English adult learners (Levis & Moyer, 2014), and second language (L2) speech produced by adult learners is usually characterized with incorrect pronunciation of segmentals (e.g., consonants, vowels) (Flege, Munro, & MacKay, 1995) and suprasegmentals (e.g., stress) (Derwing, Munro, Foote, Waugh, & Fleming, 2014) of the L2 phonological system. Therefore, on the way to helping L2 pronunciation researchers and teachers understand the whys and hows of assisting L2 learners to develop their oral communication more effectively, Tracey Derwing and Murray Munro has introduced the book Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research. The book is in a series edited by Nina Spada and Nelleke Van Deusen-Scholl and published by John Benjamins publishing company in Amsterdam/Philadelphia in 2015. It is organized into ten chapters that address the key components of intelligibility and comprehensibility, presented mainly with theory and research in English as second language pronunciation with the strengths and weaknesses of specific studies in the view of the Intelligibility Principle (Levis, 2005), all of which ultimately inform pronunciation instruction of not only English but other languages as well.

How to Cite:

Vo, S., (2015) “Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research [Review]”, Pronunciation in Second Language Learning and Teaching Proceedings 7(1).

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Published on
01 Jan 2016