Abstracts Language teaching autonomy and peer interaction, thus including a broader doi:10.1017/S0261444806213703 spectrum of pedagogical options. http://writing.berkeley.edu/tesl-ej 06–208 BERTINETTO,PIER MARCO (Scuola Normale Superiore, Pisa, Italy;
[email protected]) &MICHELE LOPORCARO, The sound pattern of Standard 06–210 CANAGARAJAH,A.SURESH (City U New Italian, as compared with the varieties spoken Yo r k , U SA ) , TESOL at forty: What are the issues. in Florence, Milan and Rome. Journal of the TESOL Quarterly (Teachers of English to Speakers International Phonetic Association (Cambridge of Other Languages) 40.1 (2006), 9–34. University Press) 35.1 (2005), 131–151. doi:10.1017/S0025100305002148 This overview delineates the direction of pedagogical developments since the 25th anniversary issue of This paper is a condensed presentation of the phonetics TESOL Quarterly. Three tendencies characterise our and phonology of Standard Italian, compared to the professional practice: (a) a continuation along the most prestigious local accents, viz. those of Florence, earlier lines of progression (i.e. in opening up the Milan and Rome. Although historically based on the classroom to learning opportunities, integrating skills Florentine pronunciation, and traditionally identified and teaching for specific purposes); (b) a radical reori- with it, Standard Italian is nowadays used by trained entation along new paradigms (i.e. in understanding speakers such as stage actors and (but less and less motivation and acquisition in terms of social so)