[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598085-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598085-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","reconciling-theory-and-practice","Reconciling Theory and Practice","","Reconciling Theory and Practice examines why research on second language pronunciation often cannot be directly applied in classrooms and highlights communication gaps between researchers and practitioners. The piece frames pronunciation teaching as a two-way process where research informs practice and practice helps validate research results. It describes a practitioner’s pathway into pronunciation teaching, the tension between behaviorist “listen and repeat” drills and communicative language teaching principles, and the need for research-grounded principles for classroom decision-making.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reconciling-theory-and-practice/598085/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reconciling-theory-and-practice/598085.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is second language pronunciation research often hard to apply in classrooms?","Question",{"text":62,"@type":63},"The document explains that the field’s nature can preclude direct application, and that communication channels between researchers and practitioners are often lacking.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the document describe the relationship between research and classroom practice?",{"text":67,"@type":63},"It states that research and practice form a two-way street: research results inform practice, while practice helps confirm results and tests their validity in real-world settings.",{"name":69,"@type":60,"acceptedAnswer":70},"What methodological tension does the author identify in teaching pronunciation?",{"text":71,"@type":63},"The author describes tension between audio-lingual “listen and repeat” drills and communicative language teaching (CLT) principles, and notes the need for guidance that reconciles them.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598085,1792493471,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reconciling Theory and Practice  \nThe nature of second language pronunciation research often precludes its application to the classroom. And even when research findings do have direct applicability to classroom practice, open channels of communication between researchers and practitioners are often lacking. We have subtitled this issue of The CATESOL Journal “Pronunciation: Research Into Practice, and Practice Into Research”—indicating our belief that research and practice comprise a 2-way street, with research results definitely informing practice but with practice helping to confirm these results and providing an additional, real-world test of their validity. The contributing authors of this theme issue (both researchers and practitioners), through their research and insights into best classroom practices, provide teachers of pronunciation much to ponder. This article seeks to draw from the authors’ insights a set of core principles, firmly anchored in research results, on which to base pronunciation teaching decisions.  \nIn the fall of 1976, I arrived in Los Angeles to begin an MA in  \nTeaching English to Speakers of Other Languages (TESOL) at the  \nUniversity of California, Los Angeles (UCLA) . I came to the field with an MA in a related field (German Language and Literature)—where I had been trained in audio-lingual methodology—and several years of teaching experience abroad at both the secondary and adult continuing education levels. The teaching environments in which I had worked consisted of both English for general purposes and English for specific purposes: English for general purposes in the German public schools and English for specific purposes in various adult continuing education programs in Germany (where I taught Cambridge Certificate test preparation, English for tourism, and English for business and management) . In none of these environments had I been called on to teach pronunciation, as the courses for the most part were grammar and vocabulary driven.  \nThe CATESOL Journal 30.1 • 2018 • 283  \nUCLA in 1976 was an exciting environment. There were brownbag lunches with faculty and students from the University of Southern California where issues in the relatively new field of second language (L2) acquisition were discussed. In addition to the faculty whose primary interest was L2 acquisition, we also had several faculty members who specialized in teaching pronunciation—most notably Clifford Prator and J. Donald Bowen—and others whose primary interest atthe time was communicative language teaching (CLT), such as Marianne Celce-Murcia, who unbeknownst to me at the time was to play a major role in my life as a TESOL professional.  \nAfter a brief period of teaching multiskills English for academic purposes classes in UCLA’s Extension Division, I was offered an opportunity to teach one of Extension’s most popular courses, which bore the title Accent Improvement for the Foreign-Born Professional. The course met once a week for three hours over a 10-week term fora total of 30 hours. As indicated in its title, the course catalog description promised radical improvement in students’ accent at the end of this 30-hour term. Since I had no background in pronunciation teaching, I asked to observe the teacher whose position I was taking over, but I got very little in the way of ideas for what to do as the teacher basically had students read lists of “difficult” words aloud and then corrected any mispronunciations.  \nFor guidance, I resorted to what at the time were the most upto-date resources on teaching pronunciation—the Manual of American English Pronunciation (Prator, 1972) and Patterns of English Pronunciation (Bowen, 1975) . Other resources that I consulted were the English Language Services series of pronunciation texts (1966; 1967a; 1967b) and Nilsen and Nilsen’s (1973) Pronunciation Contrasts in English. The challenge in using these materials to inform and design my course was to resolve the tension between the ba","cbCaimzdYfaFwoNg","https://ap.wps.com/l/cbCaimzdYfaFwoNg","pdf",204551,18,"English","# Reconciling Theory and Practice\n## Research–practice connection in pronunciation teaching\n## Entering pronunciation teaching and early training\n## Building courses and resolving methodological tensions","[{\"question\":\"Why is second language pronunciation research often hard to apply in classrooms?\",\"answer\":\"The document explains that the field’s nature can preclude direct application, and that communication channels between researchers and practitioners are often lacking.\"},{\"question\":\"How does the document describe the relationship between research and classroom practice?\",\"answer\":\"It states that research and practice form a two-way street: research results inform practice, while practice helps confirm results and tests their validity in real-world settings.\"},{\"question\":\"What methodological tension does the author identify in teaching pronunciation?\",\"answer\":\"The author describes tension between audio-lingual “listen and repeat” drills and communicative language teaching (CLT) principles, and notes the need for guidance that reconciles them.\"}]","Reconciling Theory and Practice | PDF",1792086258,45]