Chapters in this book

1. Frontmatter i
2. Contents v
3. Acknowledgements ix
4. Contributors xi
5. Part 1: Introduction
6. 1 Key Themes, Constructs and Interdisciplinary Perspectives in Second Language Pronunciation Assessment 3
7. 2 What Do Raters Need in a Pronunciation Scale? The User’s View 12
8. Part 2: Insights From Assessing Other Language Skills and Components
9. 3 Pronunciation and Intelligibility in Assessing Spoken Fluency 37
10. 4 What Can Pronunciation Researchers Learn From Research into Second Language Writing? 54
11. 5 The Role of Pronunciation in the Assessment of Second Language Listening Ability 72
12. Part 3: Perspectives on Pronunciation Assessment From Psycho linguistics and Speech Sciences
13. 6 The Relationship Between Cognitive Control and Pronunciation in a Second Language 95
14. 7 Students’ Attitudes Towards English Teachers’ Accents: The Interplay of Accent Familiarity, Comprehensibility, Intelligibility, Perceived Native Speaker Status, and Acceptability as a Teacher 121
15. 8 Re-examining Phonological and Lexical Correlates of Second Language Comprehensibility: The Role of Rater Experience 141
16. 9 Assessing Second Language Pronunciation: Distinguishing Features of Rhythm in Learner Speech at Different Proficiency Levels 157
17. Part 4: Sociolinguistic, Cross-cultural and Lingua Franca Perspectives in Pronunciation Assessment
18. 10 Commentary on the Native Speaker Status in Pronunciation Research 185
19. 11 Variation or ‘Error’? Perception of Pronunciation Variation and Implications for Assessment 193
20. 12 Teacher-Raters’ Assessment of French Lingua Franca Pronunciation 210
21. 13 Pronunciation Assessment in Asia’s World City: Implications of a Lingua Franca Approach in Hong Kong 237
22. Part 5: Concluding Remarks
23. 14 Second Language Pronunciation Assessment: A Look at the Present and the Future 259
24. Index 272