We present the outcomes of a pronunciation training program conducted in a workplace setting with second language speakers who had lived in an English-speaking environment for an average of 19 years. The research questions concerned whether improvement would occur in the learners' perception of certain segments and prosody; in the…

The current study explored the occurrence of stress pattern alignment during peer interaction in a second language (L2) classroom. Interactive alignment is a sociocognitive phenomenon in which interlocutors reuse each other's expressions, structures, and pronunciation patterns during conversation. Students (N = 41) enrolled in a…

Many instructors are reluctant to teach pronunciation in adult ESL classrooms, often because of lack of formal training. However, significant numbers of ESL students want pronunciation instruction. Although stand-alone pronunciation courses for second-language (L2) learners exist, many students cannot gain access to them. One approach to meeting…

This follow-up study reexamines the state of the teaching of pronunciation in ESL classes across Canada. The purpose of the survey was twofold: to gain a snapshot of current practices and to compare this with the picture of 10 years ago. We based the current work on Breitkreutz, Derwing, and Rossiter's (2001) survey asking teachers about…