Teaching Pronunciation with Direct Visual Articulatory Feedback : Pedagogical Considerations for the Use of Ultrasound in the Classroom
Doing Pronunciation Online : An Embodied and Cognitive Approach, which Puts Prosody First
Teaching English Sociophonetics through a Tutored Project
Using Learner Corpora in Serious Game Design for English Phonology and Pronunciation Teaching
Une Image Vaut Mille Prononciations : Using Twitter to Support the Acquisition of Hard-to-pronounce Words in L2 French
Assessing Spoken English Performance and Self-eficacy Beliefs in the Classroom : Some Considerations on the Value of an Interdisciplinary Embodied Methodology for French Learners of English
The Impact of Day-to-day Use of Multimedia by L2 Learners of English on the Comprehension of Regional Varieties
English Phonology in a Globalized World : Challenging Native Speakerism through Listener Training in Universities in Sweden and the US
Evolving Teaching Practices of Pre-Service Language Teachers in L2 Pronunciation : A Case Study
English Pronunciation and the Spelling-Sound Code : What Priorities for Teachers of EFL ?
Les dix articles de ce volume abordent l'enseignement et l'apprentissage de la phonologie au travers de différents projets pédagogiques dans les domaines de la phonétique articulatoire, de la variation sociophonétique ou encore de la cognition incarnée. La crise sanitaire soulignant le besoin d'adaptation aux nouveaux contextes, nombreux auteurs du volume s'interrogent sur l'efficacité des modes d'enseignement/apprentissage novateurs.
Ranam N° 55/2022 est également présent dans les rayons