Pronunciation Instruction for Brazilians: 

- Bringing Theory and Practice Together

Authors: Márcia Zimmer, Rosane Silveira and Ubiratã Kickhöfel Alves
Date Of Publication: Apr 2009
ISBN13: 978-1-4438-0346-5
ISBN: 1-4438-0346-4

Pronunciation Instruction: Bringing Theory and Practice Together presents a discussion of the sources of difficulties which are likely to be faced by Brazilian learners during the process of acquiring English phonetics and phonology, by presenting empirical data garnered from Brazilian studies and by proposing communicative activities aimed at helping speakers of Brazilian Portuguese to overcome their pronunciation difficulties in English.

In Chapter 1, teachers are provided with the most relevant theories concerning cognition and second language acquisition, speech perception/production, as well as the importance of explicit instruction to help learners improve their English pronunciation.

In Chapter 2, the authors report the results of many empirical studies that reveal the main pronunciation difficulties faced by Brazilian learners. Chapter 3 is organized in nine separate units – from Intro to Unit 8 – which can be worked from beginning to end or just by choosing some exercises in the range that is presented within each unit.

Activities are creative and simple, all possible to be applied in many teaching contexts at any school, i.e., no fancy technology is required. The practical part can be used by Brazilian learners of English in the classroom or for self-study, as the book includes an answer key and CD.

Details regarding the sale of the book, authors’ biodata, as well as access to a pdf sample, can be found at the Cambridge Scholars Publishing site:–Bringing-Theory-and-Practice-Together1-4438-0346-4.htm

EFL Teaching and Learning in Brazil: Theory & Practice

• Focusing on grammar pedagogy

Rosely P. Xavier

•Teaching English grammar through   newspaper headiines

Felix A. Rodrigues

• Using fables to improve narrative skill

Susana B. Tuero

• Educating for citzenship in the English class

Telma Gimenez

• Facing the challenge of mixed-ability classes

Vivian Magalhães & Vanessa Amorim



• An interdisciplinary project: Beach cleaning

Angela F. Brognoli, Maria Angélica B. Marin & Thyrza Pires

• Classroom learning suppiemented with web-based activities

Elaine M. L. Barth

• EFL learning strategies: Teaching beginners

Maria Inèz P. Lucena & Mailce B. M. Fortkamp

•Styles and difficulties in learning English: The case of UNIOESTE EFL students

Claudia E. Sardo, Lania Costa de Oliveira & Lara de Fatima Ostroski

•The establishment of a language self-access center: A retrospective

Christine Nicolaides & Vera Fernandes

•Constructing meaning in EFL listening comprehension

Maria Inez P. Lucena

•Writing instruction and its effects on the development of FL students’writing processes: Focus on revision

Rosane Silveira

•Teachers’ decision-making, planning and beliefs: “Reading between the lines” in the EFL classroom

ElenirV. X. Moura, Samia A. Ferro, Elvira M. Ganassin & Jussara S. Pereira

•Bridging the gap between theory and practice in the )reign language classroom: The complementary focus-on-meaning and focus-on-form modes
Gloria Gil

•The development of a research project on pragmatic awareness

Jussara M. Zilles


Teacher Development

• An overview of the dimensions of EFL teaching: Towards a critical approach

Viviane M. Heberle & Jose Luiz Meurer

• Theoretical and practical views of interaction

Maria Adelaide de Freitas

• Rethinking the teacher’s role and the process insertion of technology in the classroom

Maria Izabel R. Tognato

• New technologies in teaching and learning English

Denise de Mesquita Correa

• Frequent pronunciation errors of Brazilian learners of English

Barbara 0. Baptista

• Reflections on American culture

Jussara M. Zilles & Rachel P. da Fontoura

• From mission to language teaching

Rosa Maria Olher

• Language teaching as a profession

Jussara 0. Rosa Perin

• The lessons of tradition and the new perspectives teaching and learning foreign languages

Hilario I. Bohn