u003cpu003eThis volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that u003ciu003eVocabulary Mythsu003c/iu003e by Keith S. Folse is one for reading and vocabulary teachers. Like others in the u003ciu003eMythsu003c/iu003e series, this book combines research with good pedagogical practices.u003c/pu003e u003cpu003eThe book opens with a Prologue by Linda Grant (author of the u003ciu003eWell Saidu003c/iu003e textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught.u003c/pu003e u003cpu003eThe myths challenged in this book are:u003c/pu003e u003cpu003e§ Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro)u003c/pu003e u003cpu003e§ Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates)u003c/pu003e u003cpu003e§ Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field)u003c/pu003e u003cpu003e§ Intonation is hard to teach. (Gilbert)u003c/pu003e u003cpu003e§ Students would make better progress if they just practiced more. (Grant)u003c/pu003e u003cpu003e§ Accent reduction and pronunciation instruction are the same thing. (Thomson)u003c/pu003e u003cpu003e§ Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy).u003c/pu003e u003cpu003eThe book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.u003c/pu003e
