摘要：The field of second language (L2) pronunciation instruction has benefited greatly from an increasing amount of research and attention in the last ten years. Before this, the field suffered from a narrow approach to pronunciation featuring a dominant emphasis on students sounding native- like. However, in the last ten years, a paradigm shift has occurred bringing focus to aspects of intelligibility and comprehensibility (Derwing & Munro, 2005; Levis, 2005). With the focus of L2 pronunciation research and instruction shifting, areas of word stress, intonation, connected speech, and suprasegmentals have seen much more exposure in scholarly articles and pronunciation instruction texts. These changes have resulted in the publication ofNewWaysinTeachingConnectedSpeech(2012). This book offers an extensive amount of pronunciation lessons created by teachers for teachers of a range of proficiency levels (i.e., beginner to advanced). The editor suggests that connected speech is not simply a marker for casual, less formal speech, but is instead present in all situations of language use to some degree. By enabling students to utilize rules for connected speech in English, teachers can provide their students with a means for being perceived as more intelligible and comprehensible
