{"title":"发音教学的有效性","authors":"John M. Levis","doi":"10.1075/jslp.23051.lev","DOIUrl":null,"url":null,"abstract":"\nThis editorial argues that, despite strong evidence that pronunciation teaching leads to improvement, the field needs to question whether teaching techniques and pedagogical approaches to pronunciation teaching are all similarly effective.","PeriodicalId":91766,"journal":{"name":"Journal of second language pronunciation","volume":" 22","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effectiveness of pronunciation instruction\",\"authors\":\"John M. Levis\",\"doi\":\"10.1075/jslp.23051.lev\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nThis editorial argues that, despite strong evidence that pronunciation teaching leads to improvement, the field needs to question whether teaching techniques and pedagogical approaches to pronunciation teaching are all similarly effective.\",\"PeriodicalId\":91766,\"journal\":{\"name\":\"Journal of second language pronunciation\",\"volume\":\" 22\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-01-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of second language pronunciation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/jslp.23051.lev\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of second language pronunciation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/jslp.23051.lev","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This editorial argues that, despite strong evidence that pronunciation teaching leads to improvement, the field needs to question whether teaching techniques and pedagogical approaches to pronunciation teaching are all similarly effective.
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