Intelligibility, Oral Communication, and the Teaching of Pronunciation (Cambridge Applied Linguistics)

A proper understanding of intelligibility is at the heart of effective pronunciation teaching, and with it, successful teaching of speaking and listening. Far from being an optional 'add-it-on-if-we-have-time' language feature, pronunciation is essential because of its tremendous impact on speech intelligibility. Pronunciation dramatically affects the ability of language learners to make themselves understood and to understand the speech of others. But not all elements of pronunciation are equally important. Some affect intelligibility a great deal, while others do not. With a strong emphasis on classroom practice and how pronunciation teaching can be more effectively approached in different teaching contexts, this book provides an important resource for pronunciation researchers, with a distinctly practical focus. It shows how intelligibility research informs pronunciation teaching within communicative classrooms, enabling language teachers to incorporate intelligibility findings into their teaching. Professionals interested in oral communication, pronunciation, and speech perception will find the book fascinating. Contents Figures Tables Series Editors’ Preface Author’s Preface Introduction Part I A Framework for the Teaching of Spoken Language 1 Intelligibility, Comprehensibility, and Spoken Language 2 Setting Priorities: What Teachers and Researchers Say Part II Word-Based Errors and Intelligibility 3 Segmentals and Intelligibility 4 Consonant Clusters and Intelligibility 5 Word Stress and Intelligibility Part III Discourse-Based Errors and Intelligibility 6 Rhythm and Intelligibility 7 Intonation and Intelligibility: The Roles of Prominence and Tune 8 Teaching for Intelligibility: Guidelines for Setting Priorities Part IV Teaching and Research Approaches to Intelligibility 9 The Intelligibility-Based Classroom 10 What Should and Should Not Be Taught: An Intelligibility-Based Approach Index A Proper Understanding Of Intelligibility Is At The Heart Of Effective Pronunciation Teaching, And With It, Successful Teaching Of Speaking And Listening-- Intelligibility, Comprehensibility And Spoken Language -- Setting Priorities : What Teachers And Researchers Say -- Segmentals And Intelligibility -- Consonant Clusters And Intelligibility -- Word Stress And Intelligibility -- Rhythm And Intelligibility -- Intonation And Intelligibility : The Roles Of Prominence And Tune -- Teaching For Intelligibility : Guidelines For Setting Priorities -- The Intelligibility-based Classroom -- What Should And Should Not Be Taught : An Intelligibility-based Approach. John M. Levis. Includes Bibliographical References And Index. Ideal for language teachers and researchers who are interested in pronunciation teaching, and especially in the reasons why various pronunciation features should and should not be taught. Levis explains the importance of intelligibility in pronunciation teaching, and practically describes its importance for foreign and second language teaching.