Voice and Mirroring in L2 Pronunciation Instruction presents an
approach to teaching pronunciation which aims for learners to
internalize the "voices" (complexes of linguistic and non-linguistic
features that embody particular speakers' emotion, social stance, and
group identification) of proficient speakers of the second language
(L2). Beginning with a review of "bottom-up" and "top-down" approaches
to second language acquisition (SLA) research and pronunciation
teaching, the authors present previously published and new findings in
interlanguage phonology and variationist approaches to SLA showing the
powerful impact of sociolinguistic context on L2 pronunciation. On the
basis of this review, the authors argue that a top-down approach which
begins with social context is preferable in both the research and
teaching of L2 pronunciation. They highlight the Mirroring Project as
one such approach that includes the social factors impacting L2
pronunciation, such as interlocutor, empathy, and nonverbal elements.
With accompanying instructional activities that have been used in a
variety of teaching and learning settings in the U.S., the authors
demonstrate how this project can help language learners modify their L2
pronunciation patterns and improve their intelligibility as they
internalize and channel the voices of speakers they have selected as
models. The audience for the volume includes language teachers,
particularly those desiring to use top-down pedagogical approaches like
the Mirroring Project to improve learners' intelligibility, and academic
researchers interested in studying the way adults can acquire second
language phonology by holistically adopting and channeling the voices of
speakers they admire. The book is also of potential interest to language
teacher educators, curriculum developers, and textbook writers.
