![]() Pennington’s books on pronunciation are Phonology in English Language Teaching: An International Approach(Longman), Phonology in Context (Palgrave Macmillan), and (with P Rogerson-Revell) English Pronunciation Teaching and Research: Contemporary Perspectives (Palgrave Macmillan). ![]() ![]() She is currently editor of the book series Innovation and Leadership in English Language Teaching (Brill, formerly Elsevier), Frameworks for Writing (Equinox), and Applied Phonology and Pronunciation Teaching (Equinox). She previously edited a column for Gendai Eigo Kyoiku (Modern English Teaching) and was editor-in-chief of Writing & Pedagogy. She has also held Professorial and administrative posts at the University of California at Santa Barbara, the University of Hawaii at Manoa, the City University of Hong Kong, the University of Bedfordshire, Elizabethtown College, and the School for African and Oriental Studies of the University of London. She holds a PhD in Linguistics from the University of Pennsylvania, where she became a tenured Lecturer teaching English to international students while completing her degree. Martha C Pennington is a Research Fellow in Applied Linguistics and Communication at Birkbeck University of London. Series: Applied Phonology and Pronunciation Teaching The book is also of potential interest to language teacher educators, curriculum developers, and textbook writers. The audience for the volume includes language teachers, particularly those desiring to use top-down pedagogical approaches like the Mirroring Project to improve learners’ intelligibility, and academic researchers interested in studying the way adults can acquire second language phonology by holistically adopting and channeling the voices of speakers they admire. With accompanying instructional activities that have been used in a variety of teaching and learning settings in the U.S., the authors demonstrate how this project can help language learners modify their L2 pronunciation patterns and improve their intelligibility as they internalize and channel the voices of speakers they have selected as models. They highlight the Mirroring Project as one such approach that includes the social factors impacting L2 pronunciation, such as interlocutor, empathy, and nonverbal elements. On the basis of this review, the authors argue that a top-down approach which begins with social context is preferable in both the research and teaching of L2 pronunciation. ![]() Beginning with a review of “bottom-up” and “top-down” approaches to second language acquisition (SLA) research and pronunciation teaching, the authors present previously published and new findings in interlanguage phonology and variationist approaches to SLA showing the powerful impact of sociolinguistic context on L2 pronunciation. Voice and Mirroring in L2 Pronunciation Instruction presents an approach to teaching pronunciation which aims for learners to internalize the “voices” (complexes of linguistic and non-linguistic features that embody particular speakers’ emotion, social stance, and group identification) of proficient speakers of the second language (L2). Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
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