This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea…

This book investigates the ways in which new developments in areas of language teaching practice, such as policy-making, planning, methodology and the use of educational technology are locally adopted, adapted, initiated, and implemented in Vietnam and Cambodia. The region is responding to a large number of significant challenges, including…

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive…

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how…

Problem Statement: Although the debate on adopting native-like pronunciation or a universal pronunciation is a change that can save nonnatives from embarrassment appears to have recently lost its merit, the challenge of teaching accurate and proper pronunciation is still a concern for teachers that needs to be remedied. Purpose of Study: The main…

"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice…

Discusses the possible use of automatic speech recognition (ASR) for training students to improve their accents in a foreign language. Principles of good language training as well as the limits of the use of ASR and how to deal with them are discussed, and an example from the Carnegie Mellon FLUENCY system is used to show how such a system may…

Proposes a model for the inclusion of a pronunciation teaching unit within second language/foreign language teacher preparation programs. A pilot course was offered at the University of Kansas in 1998. It was expected that this component would give prospective language teachers the requisite background for making decisions concerning pronunciation…

Despite a survey carried out on the teaching of Spanish language in British and Irish universities that showed one-third of the respondents considered the teaching of Spanish intonation unimportant, examples are presented to show that it is necessary in Spanish language instruction. (HP)

This study investigated the role of pronunciation instruction in the acquisition of English word-final consonants by Brazilian students studying English at a Brazilian university. Students participated in either experimental or control groups. Material used for instruction was intended to be appropriate for teaching pronunciation of word-final…

This article describes the programs of the Institut d'Etudes Linguistiques et Phonetiques, located in Paris. The program focuses on perfecting the students' phonetic production of French. Both curriculum and teaching methods are described, as well as a course in phonetics for future teachers of French. (Text is in French.) (CLK)

The dynamics of a learner's acquisition of foreign language pronunciation and the characteristics of the primary stage of foreign language study are discussed. Teaching procedures are outlined which are designed to promote phonetic expertise in the early months of foreign language instruction. (SW)

Reexamines the instructional contributions of different approaches to teaching pronunciation, such as Audiolingualism and the Silent Way,and proposes a new student-centered technique for dealing with the teaching of segmental features of Brazilian Portuguese. (Author/CB)

Two Japanese undergraduate students were taught to pronounce and discriminate English words containing unfamiliar phonemic contrasts. Teaching pronunciation was found to be easier than teaching listening discrimination. Teaching listening discrimination resulted in collateral improvement in pronunciation, and, to a lesser extent, vice versa.…

The development of a course in music diction at the University of Massachusetts, Amherst, is described. The course was established by the department of French and Italian at the request of the department of music. (RM)