The authors and series editors
Introduction
Section One: Explanation
1. The significance of pronunciation
1.1 Pronunciation and identity
1.2 Pronunciation and intelligibility
2. The nature of speech sounds
2.1 Sounds in the body
2.2 Sounds in the mind
3. Connected speech
3.1 Stringing sounds together
3.2 Sound simplifications
4. Stress
4.1 The nature of stress
4.2 The syllable
4.3 Word-stress
4.4 Stress and rhythm
5. Intonation
5.1 The nature of intonation
5.2 The nature of discourse
5.3 Intonation in discourse
Section Two: Demonstration
6. Pronunciation teaching
6.1 Relevance
6.2 Approaches to teaching
6.3 Teachability-learnability
7. Focus on intonation
7.1 Intonation teaching: important but (too) difficult?
7.2 Ways into intonation
7.3 Foregrounding
7.4 New information and common ground
7.5 Managing conversation
7.6 Roles, status, and involvement
8. Focus on stress
8.1 Identifying and producing stressed syllables
8.2 Prediction skills for word-stress
8.3 The mystery of stress-time
8.4 Unstress and weak forms
9. Focus on connected speech
9.1 Teaching for perception or teaching for production?
9.2 Assimilation, elision, and linking
10. Focus on sounds
10.1 Ear training and awareness building
10.2 The fundamental problem: communicating vs. noticing
10.3 Innocence vs. sophistication
10.4 Articulatory settings
10.5 Individual sounds
10.6 Conclusion
Section Three: Exploration
11. Exploring pronunciation in your own classroom
Appendix - List of symbols/conventions
Glossary
Further reading
Bibliography