Resumen de Having a good jaw: voice-setting phonology
Developments in the teaching of pronunciation do not seem to have kept pace either with developments in the teaching of language generally, nor with recent insights into speech production. The still very segmental approach to pronunciation teaching, as evidenced in current materials and teaching aids, is at odds both with the paradigm of holistic language use, and with suprasegmental phonetics, especially research into voice quality and settings. This article attempts to redress the balance of proposing activity types designed to sensitize learners to the importance of ‘voicesetting phonology’.
