Investigations into pronunciation teaching

dc.contributor.author	Couper, Graeme
dc.date.accessioned	2011-07-28T02:41:24Z
dc.date.accessioned	2012-05-29T04:02:14Z
dc.date.available	2011-07-28T02:41:24Z
dc.date.available	2012-05-29T04:02:14Z
dc.date.copyright	2011
dc.date.issued	2011-07-28
dc.identifier.citation	Speak Out!(44), pp.9 - 13
dc.identifier.uri	http://hdl.handle.net/10292/4295
dc.description.abstract	This article reports on the main findings of my recently completed PhD (Couper 2009) and discusses the implications for the classroom. The findings are based on a series of three cumulative studies. With the insights gained and the focus provided by a Cognitive Phonology framework, Critical Listening (CL) and Socially Constructed Meta-language (SCM) emerged as two key variables which play a role in effective pronunciation teaching.
dc.publisher	IATEFL
dc.relation.replaces	http://hdl.handle.net/10292/1521
dc.relation.replaces	10292/1521
dc.rights	Copyright for individual contributions remains vested in the authors to whom applications for rights to reproduce should be made. Copyright for individual reports and papers for use outside IATEFL remains vested in the contributors to whom applications for rights to reproduce should be made.
dc.title	Investigations into pronunciation teaching
dc.type	Journal Article
dc.rights.accessrights	OpenAccess
aut.relation.endpage	13
aut.relation.issue	44
aut.relation.startpage	9