Anastazija Kirkova-Naskova, Alice Henderson & Jonás Fouz-González (eds.). 2021. English pronunciation instruction: Research-based insights. Amsterdam: John Benjamins. xix+388 pp. ISBN: 978-90-272-0935-1(hbk)

Research-based insights by Anastazija Kirkova-Naskova, Alice Henderson, and Jonás Fouz-González presents key findings of some of the latest research on second language (L2) English pronunciation, with a focus on pedagogical implications and applications.It fills an important gap in the L2 pronunciation instruction literature by bridging the gulf between L2 pronunciation research and L2 pronunciation teaching practices.Based on selected papers presented at the 2019 International Conference on English Pronunciation, the volume contains a wide range of interesting European-based studies looking for improvements in L2 pronunciation pedagogy, with a special focus on intelligibility.This volume consists of 15 chapters.Excluding the introducing chapter (Chapter 1), the book is organized into five parts: "Linking research and practices" (Part I: Chapters 2-3), "Surveying beliefs, attitudes and classroom practices" (Part II: Chapters 4-7), "Using corpora to inform instruction" (Part III: Chapters 8-10), "Investigating leaners' output" (Part IV: Chapters 11-12), and "Exploring tools and techniques" (Part V: Chapters 13-15).Chapter 1 by the editors, Anastazija Kirkova-Naskova, Alice Henderson, and Jonás Fouz-González, lays out the overall structure of the book, which consists of the following five parts: (1) linking research and practice, (2) surveying beliefs, attitudes and classroom practices, (3) using corpora to inform instruction, (4) investigating learners' output, and (5) exploring tools and techniques.The chapter states that the main objectives of the book are (1) to stimulate thinking and discussion on pedagogical/practical implications of empirical research studies on L2 pronunciation and (2) to provide empirically-based findings to inform pronunciation pedagogy.The chapter also provides a clear overview of the current gap between theory and practice in L2 pronunciation instruction and addresses some of the practical difficulties teachers often face in L2 pronunciation teaching, including having different first-language (L1) students in the same classroom and having received no or little prior training in teaching pronunciation.