本書作者著眼于新世紀(jì)全球化現(xiàn)實(shí)，從多地域、多語(yǔ)種、多學(xué)科的視角探究二語(yǔ)語(yǔ)音評(píng)測(cè)的相關(guān)因素和實(shí)施過程，用定量、定性和混合方法翔實(shí)解析二語(yǔ)語(yǔ)音評(píng)測(cè)的標(biāo)準(zhǔn)、范式、實(shí)操等核心要素，使迄今缺乏具體參照的相關(guān)評(píng)測(cè)工作和研究變得系統(tǒng)明晰、有案可參、有規(guī)可依、有道可行。

當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)（升級(jí)版）是主要面向高校英語(yǔ)專業(yè)高年級(jí)本科生、研究生及英語(yǔ)教師的一套大型的、開放性的系列叢書。本升級(jí)版或保留原有經(jīng)典圖書品種，或繼之以經(jīng)典圖書的新版，或引進(jìn)國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)領(lǐng)域的新銳力作以進(jìn)一步拓展學(xué)科領(lǐng)域，希望它能繼續(xù)對(duì)我國(guó)語(yǔ)言學(xué)教學(xué)與研究和外語(yǔ)教學(xué)與研究起到積極的推動(dòng)作用。
《二語(yǔ)語(yǔ)音評(píng)測(cè)：跨學(xué)科視角》是當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)（升級(jí)版）中的一本。作者從多地域、多語(yǔ)種、多學(xué)科的視角探究了二語(yǔ)語(yǔ)音測(cè)評(píng)的相關(guān)因素和實(shí)施過程，用定量、定性和混合方法翔實(shí)解析二語(yǔ)語(yǔ)音測(cè)評(píng)的標(biāo)準(zhǔn)、范式、實(shí)操等核心要素，使迄今缺乏具體參照的相關(guān)測(cè)評(píng)工作和研究變得系統(tǒng)明晰、有案可參、有規(guī)可依、有道可行。

塔莉婭艾薩克斯（Talia Isaacs）是英國(guó)倫敦大學(xué)學(xué)院UCL教育學(xué)院應(yīng)用語(yǔ)言學(xué)中心的高級(jí)講師。她的研究領(lǐng)域是學(xué)習(xí)者的表現(xiàn)和評(píng)分者對(duì)二語(yǔ)話語(yǔ)（尤其是語(yǔ)音）的評(píng)分。她是《語(yǔ)言評(píng)估季刊》《語(yǔ)言測(cè)試》和《第二語(yǔ)言發(fā)音》的編委會(huì)成員。
帕維爾特羅菲莫維奇（Pavel Trofimovich）是加拿大康考迪亞大學(xué)教育系應(yīng)用語(yǔ)言學(xué)教授。他的研究領(lǐng)域是二語(yǔ)（L2）處理的認(rèn)知研究、音系學(xué)、二語(yǔ)習(xí)得的社會(huì)語(yǔ)言學(xué)研究以及二語(yǔ)發(fā)音教學(xué)。他是《語(yǔ)言學(xué)習(xí)》的現(xiàn)任編輯。

Contents
Acknowledgements xxiii
Contributors xxv
Part 1: Introduction
1 Key Themes, Constructs and Interdisciplinary Perspectives in Second Language Pronunciation Assessment 3
2 What Do Raters Need in a Pronunciation Scale? The Users View 12
Part 2: Insights From Assessing Other Language Skills and Components
3 Pronunciation and Intelligibility in Assessing Spoken Fluency 37
4 What Can Pronunciation Researchers Learn From Research into Second Language Writing? 54
5 The Role of Pronunciation in the Assessment of Second Language Listening Ability 72
Part 3: Perspectives on Pronunciation Assessment From Psycholinguistics and Speech Sciences
6 The Relationship Between Cognitive Control and Pronunciation in a Second Language 95
7 Students Attitudes Towards English Teachers Accents: The Interplay of Accent Familiarity, Comprehensibility, Intelligibility, Perceived Native Speaker Status, and Acceptability as a Teacher 121
8 Re-examining Phonological and Lexical Correlates of Second Language Comprehensibility: The Role of Rater Experience 141
9 Assessing Second Language Pronunciation: Distinguishing Features of Rhythm in Learner Speech at Different Proficiency Levels 157
Part 4: Sociolinguistic, Cross-cultural and Lingua Franca Perspectives in Pronunciation Assessment
10 Commentary on the Native Speaker Status in Pronunciation Research 185
11 Variation or Error? Perception of Pronunciation Variation and Implications for Assessment 193
12 Teacher-Raters Assessment of French Lingua Franca Pronunciation 210
13 Pronunciation Assessment in Asias World City: Implications of a Lingua Franca Approach in Chinas Hong Kong Special Administrative Region 237
Part 5: Concluding Remarks
14 Second Language Pronunciation Assessment: A Look at the Present and the Future 259
Index 272