This book investigates the cognitive roots of pronunciation in children and adults and the emergence of accent with adults when learning a second language (L2). Subsequently, any teaching of L2 pronunciation to adults should be premised on a multisensory and multicognitive approach covering a wide selection of teaching and learning strategies consistent with the cognitive roots.

• Table of Contents (page 5)
• Foreword (page 13)
• Acknowledgments (page 19)
• Lists of Symbols and Phonetic Lables (page 21)
• Chapter 1: My Story with Languages, Pronunciation, and Accent (page 27)
• 1.1. Prelude (page 27)
• 1.2. The Evolution of my Interest in Linguistics and Phonetics (page 28)
• 1.2.1. Natural Language Internalization: Language Acquisition (page 29)
• 1.2.2. A Major in English Language in a non-English Environment (page 30)
• 1.2.3. Full Immersion as an Adult in Two Languages (page 31)
• 1.2.4. Phonetic and Linguistic Orientation in Graduate Education (page 36)
• 1.2.5. Educational and Professional Challenges in the U.S. (page 37)
• 1.3. The Impact of my Linguistic/Professional Background on the Evolution of an Approach (page 38)
• 1.3.1. Impact of my Linguistic Background (page 38)
• 1.3.2. Impact of my Teaching Career (page 40)
• 1.4. Concluding Remarks (page 46)
• 1.4.1. Childhood Trilingualism Triggered interest in Languages (page 47)
• 1.4.2. Learning Kurdish Triggered interest in Linguistics (page 47)
• 1.4.3. Graduate Study Immersed me in Phonetics and Linguistics (page 48)
• 1.4.4. Professional Challenges in the U.S. (page 49)
• Chapter 2: The Cognitive Base of Language (page 51)
• 2.1. Language: A Species-Specific Code of Communication (page 51)
• 2.2. Language: A Cognitive-Social System Superimposed on other Systems (page 53)
• 2.2.1. Vocal Tract Modification (page 54)
• 2.2.2. Vocal Folds (Cords) Modes (page 55)
• 2.2.3. Tongue Functions and Maneuverability (page 56)
• 2.2.4. Lip Configurations (page 56)
• 2.2.5. Cavities Resonance (page 57)
• 2.3. Brain 'Speaking' via Respiratory and Digestive Systems (page 57)
• 2.4. Economy in Language (page 59)
• 2.5. Conscious and Subconscious Brains (page 63)
• 2.6. Concluding Remarks (page 66)
• Chapter 3: Language in the Brain of a Child (page 67)
• 3.1. Learning vs. Acquisition: Conceptual Differences (page 67)
• 3.2. The Brain of a Child and Language (page 68)
• 3.2.1. Child Brain Formation and Maturation (page 68)
• 3.2.2. Formative Months and Years of Mother Tongue (page 70)
• 3.3. Cognitive Transition in Sound and Perception and Production (page 72)
• 3.3.1. Transition from Phonetics to Phonology (page 74)
• 3.3.2. The Brain as the Commander-in-Chief of Language Acquisition: The Cognitive Roots of Linguistic Accent (page 76)
• 3.4. Fossilization or Psycholinguistic Insensitivity (page 78)
• 3.5. There is Room in the Human Brian for more than One Language (page 80)
• 3.6. Narrowing Down the Broad Definition of Accent (page 81)
• 3.7. Implications for Understanding the Cognitive Nature of the Accent (page 82)
• 3.8. Concluding Remarks (page 83)
• Chapter 4: Linguistic Accent: Definition, Classification, and Demonstration (page 85)
• 4.1. Introductory Remarks (page 85)
• 4.2. Intralanguage and Interlanguage Accents (page 86)
• 4.3. Phonetic and Phonological Accents (page 88)
• 4.4. Accent: A Normal Linguistic Phenomenon (page 90)
• 4.5. What is Meant by Accent Acquisition, Accent Reduction, and Accent Impersonation (page 91)
• 4.5.1. Accent Acquisition (page 92)
• 4.5.2. Accent Reduction (Remediation) (page 93)
• 4.5.3. Accent Impersonation or Faking (page 95)
• 4.5.4. Intralanguage Accent Reduction and Impersonation (page 98)
• 4.6. Cultural Accent (page 99)
• 4.7. Transition of Accent into Orthography (page 100)
• 4.8. Concluding Remarks (page 102)
• Chapter 5: A Broad Base for Understanding the Pedagogy of Teaching Pronuciation (page 105)
• 5.1. Introductory Remarks (page 105)
• 5.1.1. Speech: A Cognitive Phenomenon (page 106)
• 5.1.2. Pronunciation: Nultisensory Access (page 107)
• 5.1.3. Pronunciation: Multicognitive Access (page 108)
• 5.1.4. Pronunciation: An Integrated and Holistic Process (page 109)
• 5.1.5. Pronunciation: Top-Down & Bottom Up Dynamics (page 110)
• 5.1.6. Pronunciation: The Complementary Nature of Acquisition and Learning (page 111)
• 5.1.7. Pronunciation: A Natural Gift for Children (page 112)
• 5.1.9. Pronunciation Should be Premised on a Triangular Base of Perception, Recongnition, and Production (page 113)
• 5.1.9. Pronunciation & Psycholinguistic Insensitivity (page 115)
• 5.1.10. Pronunciation: Understanding its Scientific Premises (page 116)
• 5.1.11. Pronunciation: Its Feedback Mechanisms (page 117)
• 5.1.12. Pronunciation: In Light of Multiple Intelligences Theory (page 117)
• 5.1.13. Pronunciation: A Generative Skill (page 118)
• 5.1.14. Pronunciation: Interactive Involvement of Instructors and Learners (page 119)
• 5.2. Concluding Remarks (page 120)
• Chapter 6: Ten Commandments for Teaching Effective Pronunciation (page 121)
• 6.1. Introductory Remarks (page 121)
• 6.1.1. Thou Shall Teach Pronunciation as a Cognitive Undertaking (page 123)
• 6.1.2. Thou Shall Teach Children and Adults Differently (page 123)
• 6.1.3. Thou Shall be Qualified for Instruction in Pronunciation (page 124)
• 6.1.4. Thou Shall Familiarize Learners with Human Speech Production (page 125)
• 6.1.5. Thou Shall Orient Learners Psychologically (page 125)
• 6.1.6. Thou Shall Use all Sensory Modalities to Prop up Instruction (page 126)
• 6.1.7. Thou Shall Use all Cognitive Modalities to Prop up Instruction (page 127)
• 6.1.8. Thou Shall Transform Learners from Listeners to Performers (page 127)
• 6.1.9. Thou Shall Refain from Insistence on Learner (page 128)
• 6.1.10. Thou Shall Make the Classroom a Place for Learning and Fun (page 128)
• 6.2. Concluding Remarks (page 129)
• Chapter 7: Examples of Cross-Language Accent-Causing Consonants (page 131)
• 7.1. Introductory Remarks (page 131)
• 7.2. Outline of the English Consonant System (page 131)
• 7.2.1. Interdental Pair (page 132)
• 7.2.2. Approximant (page 133)
• 7.2.4. English Plosives (page 137)
• 7.2.5. Labio-Dental Fricatives (page 139)
• 7.2.6. The Affricates (page 140)
• 7.3. Concluding Remarks (page 141)
• Chapter 8: Examples of Cross-Language Accent-Causing Vowels (page 143)
• 8.1. Salient Features in General Vowel Description (page 143)
• 8.2. The Vowel System of English (page 147)
• 8.2.1. Simple Vowels of General American English (page 148)
• 8.3. Selections of Cross-Language Accent-Causing Vowels (page 150)
• 8.3.1. Hispanic Learners of Egnlish Vowels (page 151)
• 8.3.2. Arab Learners of English Vowels (page 154)
• Chapter 9: Examples of Cross-Language Accent-Causing Suprasegmentsals (page 159)
• 9.1. A Description of the Most Salient Features of Suprasegmentals (page 159)
• 9.2. Stress and Rhythm (page 162)
• 9.3. Tone and Intonation (page 166)
• 9.4. Basic Pitch and Patterns (page 166)
• 9.5. Consonant Clusters (page 167)
• 9.6. Concluding Remarks (page 1…