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It covers plenary addresses on second-language pronunciation teaching and learning, assessment-focused studies on how pronunciation features affect proficiency ratings, phonetics research using acoustic cues, imitation, and intelligibility-related perspectives, technology-supported visualization and computer-assisted training, acquisition studies tracking L2 vowel and segment development, and instructional treatment results. 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Plenary Address  \nInteractive Alignment: Implications for the Teaching and Learning of Second Language Pronunciation ..................................................................................................................................... 1  \nPavel Trofimovich  \nPart II. Assessment  \nRelative Impact of Pronunciation Features on Ratings of Non-Native Speakers’ Oral Proficiency ......................................................................................................................................... 10  \nOkim Kang  \nVersant and Advanced L2 Speakers’Ratings of Japanese Learners’Oral English ..........................16  \nAkiko Okamura  \nTeachers’ Views on their Professional Training and Assessment Practices: Selected Results from the English Pronunciation Teaching in Europe Survey ............................................................29  \nAnastazija Kirkova-Naskova, Elina Tergujeff, Dan Frost, Alice Henderson, Alexander Kautzsch, David Levey, Deirdre Murphy, andEwa Waniek-Klimczak  \nPart III. Phonetics Research  \nAcoustic Cues for English Lexical Stress Perception by Mandarin Native Speakers: A Critical Review .................................................................................................................................43  \nSibo Chen  \nConfusion as a Complement to Intelligibility Research ....................................................................54  \nEttien Koffi  \nPhonetic Imitation of L2 Vowels in a Rapid Shadowing Task..........................................................66  \nArkadiusz Rojczyk  \nPart IV. Technology  \nVisualization of Tone for Learning Mandarin Chinese .....................................................................77  \nDorothy M. Chun, Yan Jiang, and Natalia Ávila  \nImitation/Self-Imitation in a Computer-Assisted Prosody Training for Chinese Learners of L2 Italian ............................................................................................................................................90  \nAnna De Meo, Marilisa Vitale, Massimo Pettorino, Francesco Cutugno, and Antonio  \nOriglia  \nImproving Oral Proficiency by Raising Metacognitive Awareness with Recordings .......................101  \nJessica S. Miller  \nPart V. Acquisition Studies  \nEnglish L2 Vowel Acquisition over Seven Years .............................................................................112  \nMurray J. Munro, Tracey M. Derwing, and Kazuya Saito  \nThe Development of /θ/, a Variable Geographic Phonetic Feature, During a Semester Abroad: The Role of Explicit Instruction ..........................................................................................120  \nAngela George  \nLate ESL Learners’ Difficulties of Distinction between Lax and Tense Vowels..............................129  \nDaniel Chang and Calvin Weng  \nProsodic Pitfalls when Learning Swedish as a Second Language .....................................................140  \nElisabeth Zetterholm  \nPronunciation Instruction and Syllabic-Pattern Discrimination ........................................................147  \nRosane Silveira  \nPart VI. Results of Instructional Treatments  \nLiaison in L2 French: The Effects of Instruction..............................................................................157  \nJessica L. Sturm  \nThe Role of Pronunciation Instruction on the Acquisition of Liaisons by Anglophone Speakers ..............................................................................................","cbCaimtDWBHvSw4u","https://ap.wps.com/l/cbCaimtDWBHvSw4u","pdf",11321309,306,"English","# Introduction\n# Part I. Plenary Address\n## Interactive Alignment: Implications for the Teaching and Learning of Second Language Pronunciation\n# Part II. Assessment\n## Relative Impact of Pronunciation Features on Ratings of Non-Native Speakers’ Oral Proficiency\n## Versant and Advanced L2 Speakers’ Ratings of Japanese Learners’ Oral English\n## Teachers’ Views on their Professional Training and Assessment Practices\n# Part III. Phonetics Research\n## Acoustic Cues for English Lexical Stress Perception\n## Confusion as a Complement to Intelligibility Research\n## Phonetic Imitation of L2 Vowels in a Rapid Shadowing Task\n# Part IV. Technology\n## Visualization of Tone for Learning Mandarin Chinese\n## Imitation/Self-Imitation in a Computer-Assisted Prosody Training for Chinese Learners of L2 Italian\n## Improving Oral Proficiency by Raising Metacognitive Awareness with Recordings\n# Part V. Acquisition Studies\n## English L2 Vowel Acquisition over Seven Years\n## The Development of /θ/ During a Semester Abroad\n## Prosodic Pitfalls when Learning Swedish as a Second Language\n# Part VI. Results of Instructional Treatments\n## Liaison in L2 French: The Effects of Instruction\n## The Role of Pronunciation Instruction on the Acquisition of Liaisons\n## Scaffolding Students’ Self-Regulated Efforts for Effective Pronunciation Practice\n# Part VII. Teacher Development Practices\n## ESL Teachers’ Beliefs and Practices in Pronunciation Teaching\n## Preliminaries to Haptic-Integrated Pronunciation Instruction\n## Integrating Fluent Pronunciation Use into Content-Based ESL Instruction\n## Pronunciation from the Perspective of Pre-Service EFL Teachers\n## Integrated Speaking, Listening and Pronunciation","[{\"question\":\"Where and when was the 4th Annual Pronunciation in Second Language Learning and Teaching conference held?\",\"answer\":\"It was held at Simon Fraser University (Vancouver Campus), Vancouver, British Columbia, Canada, on August 24–25, 2012.\"},{\"question\":\"What main areas are covered in these proceedings?\",\"answer\":\"The proceedings are organized into seven parts: plenary address, assessment, phonetics research, technology, acquisition studies, results of instructional treatments, and teacher development practices.\"},{\"question\":\"How do the assessment and phonetics sections relate to pronunciation in second language learning?\",\"answer\":\"The assessment section examines how pronunciation features influence ratings of oral proficiency, while the phonetics research section investigates perceptual and acoustic factors (e.g., stress perception and intelligibility-related confusion) that shape how pronunciation is understood.\"}]","Pronunciation and Assessment - Proceedings of the 4th Annual Conference - 2012 | PDF",1790761888,771]