The volume brings together contributions from scholars active in the field of pronunciation teaching and those more concerned with theoretical phonetics and phonology. The focus of the book is on English phonetics and phonology viewed and studied from the perspective of foreign learners, teachers and teacher trainers. Contributions are divided into three sections: accents, speech and applications. The first section discusses a variety of issues related to accents: description of accents in Britain today, theoretical perspectives on accent study and the problem of reference accent in teaching. The main concern of the contributions in the second section is the context for phonetics and phonology teaching at the university level and in teacher training with emphasis on awareness raising. The third section presents studies in interlanguage phonetics and phonology, speech processing and pronunciation teaching.

The Editors: Ewa Waniek-Klimczak (Ph.D.) teaches English phonetics and phonology in the Department of English, University of Lód?. Her research interests are second language phonetics and phonology, second language acquisition, sociolinguistics and immigrant studies. Patrick James Melia (M.A.) has taught TEFL in Egypt, Germany, Oman and Poland. His research interests are in language acquisition, teaching methodology, corpus linguistics and the related field of learner corpora.

: John Wells: Accents in Britain today – Joanna Przedlacka: Early New Estuary English? Its contemporary background – Dorota G?owacka: Yod-palatalisation in English in Natural Phonology – Przemys?aw Ostalski: (Non)Rhoticity in optimality theory (categorical rules, free variation and fuzzy ranking of constrints) – Joanna Przedlacka: Glottaling in the teenage speech of the Home Counties – Janina Ozga/Anna Ma?kowska: Students’ awareness of the socio-symbolic values of RP – Katarzyna Dziubalska-Ko??czyk: Conscious competence of performance as a key to teaching English – Jan Majer: ‘In French is six millions docks.’ Where error, please? – Jolanta Szpyra: In defence of ‘practical’ phonology – Ewa Waniek-Klimczak: Context for Teaching English Phonetics and Phonology – Jan Majer: Sick or seek? Pedagogical phonology in teacher training – W?odzimierz Sobkowiak: English speech in Polish eyes: What university students think about English pronunciation teaching and learning – Peter Roach: Studying rhythm and timing in English speech: Scientific curiosity, or a classroom necessity? – Višnja Josipovi?: The Prosody of English spoken with a Croatian accent – Anna B?czkowska: Intonation patterns and turn-taking – Ewa Waniek-Klimczak: How to predict the unpredictable - English word stress from a Polish perspective – Robert Lew: Differences in the scope of obstruent voicing assimilation in learners’ English as a consequence of regional variation in Polish – Klementina Jurancic Petek: How to do it to do it right (?) Is near native-like pronunciation teachable/learnable? – Chris Defty/Barbara Nowak/Agnieszka Pietrzak: Teaching pronunciation to Polish primary and secondary school learners of English – Natalia Mamul: Micro-narratives in face-to-face interaction – Magdalena Deska: The perception of English sounds by Polish speakers – Anna B?czkowska: Some issues concerning modular and connectionist approaches to speech processing and production – Ma?gorzata Baran: The advantage of auditory perceivers and sharpeners in learning foreign language pronunciation – Kamila Ciepiela: Acquisition of the phonological system in childhood developmental aphasia.