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Training L2 learners’ pronunciation by using a controlled perception procedure has long been the mainstream of L2 speech pedagogy research. However, endeavors have also been done to explore more communicative teaching methods. The current study presents a paradigm that tests both communicative teaching methods’ renderings of pronunciation pedagogy and a form-focused instruction which is less us...

L2 learners’ multiple intelligences (MI) profile plays a central role in theirperformance on different aspects of language learning, one of which is the use oflanguage learning strategies (LLSs). Gaining insights into the relationship betweenMI and LLSs makes L2 teachers better understand their learners’ strengths andweaknesses in the use of such strategies and lets them guide the learners bett...

The present contribution provides an overview of some innovative approaches to pronunciation pedagogy, focusing on cross-modal reinforcements aimed at facilitating the process of L2 phonological perception and production. The paper starts with a brief introduction to recent theories of multisensory integration and proceeds with practical suggestions for multimodal reinforcements integrating vis...

The paper reports on an experiment conducted to investigate the nature of speech sound perception in terms of cross-modal mappings between vowel sound stimuli and colour spectrum associations. The study is based on the assumptions stemming from research on synaesthesia, sound symbolism and non-modularity of human perception. The findings indicate that vowel-sound mappings appear non-arbitrary i...

For teacher educators, genre-based pedagogies offer a valuable resource for assisting both preand inservice writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre pedagogies enable teachers to ground their courses in the texts that ...

the efficacy of genre-based approach to teaching writing has been regarded as an influential practice in l2 writing pedagogy (hyland, 2007). however, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for l2 writing in efl contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...