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