Social Dynamics in Second Language Accent -- Trends in Applied Linguistics -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- References -- Part I: The Nature of Accent -- 1 The Social Nature of L2 Pronunciation -- 1.1 Accent and Age of the Learner -- 1.2 Attitudes, Identity, and Agency in L2 Pronunciation -- 1.3 The Reception of L2 Pronunciation -- References -- 2 Acoustic-Phonetic Parameters in the Perception of Accent -- 2.1 Introduction -- 2.2 Segmental Contributions to Accentedness -- 2.2.1 Composite segment production -- 2.2.2 Substitution -- 2.2.3 Vowel quality and duration -- 2.2.4 Voice Onset Time -- 2.3 Nonsegmental Contributions to Accentedness -- 2.3.1 Speech rate -- 2.3.2 Variability in word duration -- 2.3.3 Pauses -- 2.3.4 Overall prosody -- 2.3.5 Lexical and phrasal stress -- 2.3.6 Intensity -- 2.3.7 Pitch range -- 2.3.8 Syllable structure errors -- 2.4 Some Methodological Issues in Accentedness Research -- 2.5 Conclusion -- 2.5.1 Segmental contributions to accentedness -- 2.5.2 Nonsegmental contributions to accentedness -- 2.5.3 Conclusion -- References -- 3 Developmental Sequences and Constraints in Second Language Phonological Acquisition: Balancing Language-internal and Language-externalFactors -- 3.1 Introduction -- 3.2 Language-internal constraints on L2 phonological acquisition -- 3.3 Language-external constraints on L2 phonological acquisition -- 3.4 Findings from research on developmental sequences -- 3.4.1 Consonants -- 3.4.2 Vowels -- 3.4.3 Stress -- 3.5 Implications for future research -- References -- 4 Suprasegmental Measures of Accentedness -- 4.1 Historical Contextualization of Accentedness & Suprasegmentals -- 4.2 Accentedness versus Comprehensibility -- 4.3 Suprasegmental Features as Components of Accentedness -- 4.3.1 Pitch measures -- 4.3.2 Stress measures -- 4.3.3 Pause and rate measures.

4.4 The Role of Social Factors in the L2 Pronunciation of Suprasegmentals -- 4.4.1 Listener familiarity with NNS accents -- 4.4.2 Native speaker status -- 4.4.3 Sociopolitical factors -- 4.4.4 Identity -- 4.5 Future Directions -- References -- Part II: The Learner's Approach to Pronunciation in Social Context -- 5 Understanding the Impact of Social Factors on L2 Pronunciation: Insights from Learners -- 5.1 Participation in Established Social Groups -- 5.2 Social Participation - A Doorway or a Wall? -- 5.3 Stigma and Shame -- 5.4 How Stigma Influences L2 Pronunciation -- 5.5 Imagined Communities and Identities -- 5.6 A Proposal for a Sociolinguistic Core -- 5.6.1 Interacting outside the comfort zone -- 5.6.2 Using interactional strategies -- 5.6.3 Sociolinguistic markers of pronunciation -- 5.6.4 Dressing the part -- 5.6.5 Being realistic about stigma and about progress -- 5.7 Conclusion -- References -- 6 L2 Accent Choices and Language Contact -- 6.1 Introduction -- 6.2 The Bottom-Up Approach and Language Contact -- 6.3 Sociolinguistic Approaches to Communities -- 6.4 Acquisition of Variation by Shifting Groups -- 6.5 Impact of Ethnic Tensions in Language Contact -- 6.6 Studies of Mexican American English -- 6.7 A Case Study of Language Contact: North Town -- 6.8 Sociolinguistics of Target Situations -- 6.9 Acknowledgments -- References -- 7 Accentedness, "Passing" and Crossing -- 7.1 Theoretical Orientation -- 7.1.1 The "social turn" in SLA research -- 7.1.2 Language and identity in L2 phonology -- 7.1.3 Passing, crossing, styling, and stylization -- 7.2 Styling an L2 Identity: Immigrant Youth in New York City -- 7.3 Discussion -- 7.4 Pedagogical Implications -- 7.5 Conclusions -- 7.6 Acknowledgments -- References -- Part III: The Teacher's Approach to Accent.

8 Problematizing the Dependence on L1 Norms in Pronunciation Teaching: Attitudes toward Second-language Accents -- 8.1 Introduction -- 8.2 English L1-speaker Attitudes toward L2 English -- 8.3 English L2-speaker Attitudes toward L2 English -- 8.4 Attitudes toward L2 Varieties of Languages other than English -- 8.5 Non-language Factors in Attitudes toward L2 Pronunciation -- 8.6 Implications of Negative Language Attitudes for Pronunciation Teaching -- 8.7 Directions for Further Research -- 8.8 Conclusion -- References -- 9 Phonological Literacy in L2 Learning and Teacher Training -- 9.1 Phonological Literacy for Language Teachers -- 9.2 Phonological Literacy - The Segmental Level -- 9.2.1 Consonants -- 9.2.2 Assimilatory processes -- 9.2.3 Segmental level: Vowels -- 9.3 Beyond Segments: Syllables, Stress and Rhythm -- 9.3.1 Sentence focal stress and intonation -- 9.4 Phonological Literacy for Second-language Speakers -- 9.4.1 Socio-affective variables and willingness to communicate -- 9.4.2 Socio-affective variables and L2 oral interaction ability -- 9.5 Pedagogical Implications -- 9.5.1 Techniques to bridge socio-affective factors -- 9.5.2 Modification of the L2 learners' perceptual system through auditory and visual input -- 9.6 Conclusion -- References -- 10 Training Native Speakers to Listen to L2 Speech -- 10.1 A Sociolinguistic Perspective on NS-NNS Communication -- 10.1.1 Accent Salience -- 10.1.2 Intelligibility and comprehensibility -- 10.1.3 Familiarity with accents -- 10.1.4 Attitudinal influences on NS listener perception -- 10.1.5 Other factors that affect comprehension -- 10.2 Intervention for the Enhancement of NS Listening -- 10.2.1 Familiarization studies -- 10.2.2 Awareness-raising -- 10.2.3 Contact -- 10.2.4 Training -- 10.3 Discussion and Recommendations -- 10.4 Acknowledgments -- References -- Part IV: The Social Impact of Accent.

11 Listener Expectations, Reverse Linguistic Stereotyping, and Individual Background Factors in Social Judgments and Oral Performance Assessment -- 11.1 Linguistic Stereotyping -- 11.2 Reverse Linguistic Stereotyping -- 11.3 Listener Backgrounds as an Influence on Their Judgments -- 11.4 Conclusions: RLS and Implications for L2 Pronunciation Teaching and Assessment -- References -- 12 Accent and 'Othering' in the Workplace -- 12.1 Introduction -- 12.2 The Perception of Accent in the Workplace -- 12.3 Accent in Place and Space -- 12.4 Language and Accent as Cultural Capital -- 12.5 Standard Language Ideology and Standard Accent -- 12.6 Conclusions -- References -- Part V: Conclusions -- 13 Future Directions in the Research and Teaching of L2 Pronunciation -- 13.1 Theoretical Directions -- 13.2 Methodological Considerations -- 13.3 Pedagogical Implications -- 13.3.1 Start with the right assumptions about possible achievement -- 13.3.2 Start with the right assumptions about accent -- 13.3.3 Train NS listeners to understand accented speech -- 13.3.4 Create opportunities for real interactions -- 13.3.5 Recognize that learner goals may not be teacher goals -- 13.3.6 Teacher education must attend to both phonological and sociolinguistic issues -- 13.4 Summary -- References -- Subject index.