LITMIR.BIZ

      1 Chapter 2Figure 2.1 Possible pronunciation features in a fill-in-the-blank activity.Figure 2.2 Pronunciation and the learning of participial adjectives

      2 Chapter 4Figure 4.1 Articulators and places of articulation.Figure 4.2 Vowels of general American English.Figure 4.3 Explicit instruction (consonants).Figure 4.4 Explicit instruction (vowels).Figure 4.4 Listening tasks.Figure 4.5 Controlled practice.Figure 4.7 Guided practice.Figure 4.8 Communicative activity.

      3 Chapter 7Figure 7.1 An example of visual feedback...

      4 Chapter 8Figure 8.1 Coaching-informed approach to...

      5 Chapter 9Figure 9.1 Modelling the process of corrective feedback.Figure 9.2 Stress in English and Māori...Figure 9.3 Screenshot of cards (reduced size).

      6 Chapter 10Figure 10.1 A picture naming task.Figure 10.2 Types of optimization models.Figure 10.3 A self-assessment format...

      1 Chapter 1Table 1.1 Names given to suprasegmentals by different authors.

      2 Chapter 2Table 2.1 Two general approaches to integrating pronunciation with other skills.Table 2.2 Ideas for researching pronunciation integration.Table 2.3 Lesson plan for final sounds...Table 2.4 Lesson plan for word stress and emphasis in Vignette 2.

      3 Chapter 4Table 4.1 Places of articulation for consonants in English.Table 4.2 Manners of articulation for consonants in English.Table 4.3 Communicative framework for teaching...

      4 Chapter 6Table 6.1 Summary of Studies.

      5 Chapter 9Table 9.1 Overview of teaching stages.Table 9.2 Worksheet controlled practice 1.Table 9.3 Type 1 practice.

      6 Chapter 10Table 10.1 Key assessment terms.Table 10.2 Dimensions of CBA.Table 10.3 A rubric for assessing achievement...

      1  Cover

      2  Title page

      3  Copyright

      4 Table of Contents

      5  Begin Reading

      6  Glossary

      7  Index

      8  End User License Agreement

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      4  iv

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