scholarly journals Pronunciation assessment

2017 ◽  
Vol 50 (3) ◽  
pp. 347-366 ◽  
Author(s):  
Talia Isaacs ◽  
Luke Harding
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Extended Period ◽  
Learning And Teaching ◽  
Disciplinary Identity ◽  
Essential Step ◽  
The Past ◽  
Increased Activity ◽  
L2 Pronunciation

After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. As Derwing (2010) underscored in her 2009 plenary at the first annual Pronunciation in Second Language Learning and Teaching (PSLLT) conference, a record number of graduate students researching L2 pronunciation and subsequently launching into academic positions at international universities assures L2 pronunciation a bright future in research and teacher training. Other indicators of momentum include the focus of a Language Teaching timeline on the topic of pronunciation (Munro & Derwing 2011), the appearance of multiple encyclopedia volumes or handbooks of pronunciation (e.g. Levis & Munro 2013; Reed & Levis 2015), and the establishment of the specialized Journal of Second Language Pronunciation in 2015, which constitutes a milestone in the professionalization of the field and ‘an essential step toward a disciplinary identity’ (Levis 2015: 1).

Technology and second language pronunciation

2018 ◽  
Vol 4 (2) ◽  
pp. 173-181 ◽  
Author(s):  
John M. Levis
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
L2 Pronunciation

Abstract This issue addresses the intersection of technology and pronunciation, discussing past, current and future uses of technology, the use of technology for researching L2 pronunciation, for training instructors, and for teaching learners. Technology is put forth as an essential and interconnected element of second language pronunciation. The topic grew out of the 8th Pronunciation in Second Language Learning and Teaching conference, held in August 2016 in Calgary, Alberta.

scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

Natural Pedagogy in Second Language Learning and Teaching

2019 ◽  
Vol 53 (4) ◽  
pp. 1083-1114 ◽  
Author(s):  
Dwight Atkinson ◽  
Elena Shvidko
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Natural Pedagogy

Bilingualism and Second Language Learning

1992 ◽  
Vol 13 ◽  
pp. 50-70 ◽  
Author(s):  
Jim Cummins
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Linguistic Diversity ◽  
Refugee Resettlement ◽  
Policy Makers ◽  
Cultural And Linguistic Diversity ◽  
The Past ◽  
Efficiency And Effectiveness ◽  
Resettlement Programs

Interest in the phenomena of bilingualism and second language learning among both researchers and policy-makers has continued to grow during the past five years. The continued salience of these phenomena is due in part to the rapid growth in cultural and linguistic diversity in industrialized societies brought about by increased immigration and refugee resettlement programs. Policy-makers are naturally concerned to maximize the efficiency and effectiveness of programs that teach the dominant societal language(s) to both children and adults.

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