The Editors: Ewa Waniek-Klimczak (Ph.D.) teaches English phonetics and phonology in the Department of English, University of Lódź. Her research interests are second language phonetics and phonology, second language acquisition, sociolinguistics and immigrant studies.Patrick James Melia (M.A.) has taught TEFL in Egypt, Germany, Oman and Poland. His research interests are in language acquisition, teaching methodology, corpus linguistics and the related field of learner corpora.

• Contents: John Wells: Accents in Britain today – Joanna Przedlacka: Early New Estuary English? Its contemporary background – Dorota Głowacka: Yod-palatalisation in English in Natural Phonology – Przemysław Ostalski: (Non)Rhoticity in optimality theory (categorical rules, free variation and fuzzy ranking of constrints) – Joanna Przedlacka: Glottaling in the teenage speech of the Home Counties – Janina Ozga/Anna Mańkowska: Students’ awareness of the socio-symbolic values of RP – Katarzyna Dziubalska-Kołączyk: Conscious competence of performance as a key to teaching English – Jan Majer: ‘In French is six millions docks.’ Where error, please? – Jolanta Szpyra: In defence of ‘practical’ phonology – Ewa Waniek-Klimczak: Context for Teaching English Phonetics and Phonology – Jan Majer: Sick or seek? Pedagogical phonology in teacher training – Włodzimierz Sobkowiak: English speech in Polish eyes: What university students think about English pronunciation teaching and learning – Peter Roach: Studying rhythm and timing in English speech: Scientific curiosity, or a classroom necessity? – Višnja Josipović: The Prosody of English spoken with a Croatian accent – Anna Bączkowska: Intonation patterns and turn-taking – Ewa Waniek-Klimczak: How to predict the unpredictable - English word stress from a Polish perspective – Robert Lew: Differences in the scope of obstruent voicing assimilation in learners’ English as a consequence of regional variation in Polish – Klementina Jurancic Petek: How to do it to do it right (?) Is near native-like pronunciation teachable/learnable? – Chris Defty/Barbara Nowak/Agnieszka Pietrzak: Teaching pronunciation to Polish primary and secondary school learners of English – Natalia Mamul: Micro-narratives in face-to-face interaction – Magdalena Deska: The perception of English sounds by Polish speakers – Anna Bączkowska: Some issues concerning modular and connectionist approaches to speech processing and production – Małgorzata Baran: The advantage of auditory perceivers and sharpeners in learning foreign language pronunciation – Kamila Ciepiela: Acquisition of the phonological system in childhood developmental aphasia.

The Editors: Ewa Waniek-Klimczak (Ph.D.) teaches English phonetics and phonology in the Department of English, University of Lódź. Her research interests are second language phonetics and phonology, second language acquisition, sociolinguistics and immigrant studies.Patrick James Melia (M.A.) has taught TEFL in Egypt, Germany, Oman and Poland. His research interests are in language acquisition, teaching methodology, corpus linguistics and the related field of learner corpora.

• Contents: John Wells: Accents in Britain today – Joanna Przedlacka: Early New Estuary English? Its contemporary background – Dorota Głowacka: Yod-palatalisation in English in Natural Phonology – Przemysław Ostalski: (Non)Rhoticity in optimality theory (categorical rules, free variation and fuzzy ranking of constrints) – Joanna Przedlacka: Glottaling in the teenage speech of the Home Counties – Janina Ozga/Anna Mańkowska: Students’ awareness of the socio-symbolic values of RP – Katarzyna Dziubalska-Kołączyk: Conscious competence of performance as a key to teaching English – Jan Majer: ‘In French is six millions docks.’ Where error, please? – Jolanta Szpyra: In defence of ‘practical’ phonology – Ewa Waniek-Klimczak: Context for Teaching English Phonetics and Phonology – Jan Majer: Sick or seek? Pedagogical phonology in teacher training – Włodzimierz Sobkowiak: English speech in Polish eyes: What university students think about English pronunciation teaching and learning – Peter Roach: Studying rhythm and timing in English speech: Scientific curiosity, or a classroom necessity? – Višnja Josipović: The Prosody of English spoken with a Croatian accent – Anna Bączkowska: Intonation patterns and turn-taking – Ewa Waniek-Klimczak: How to predict the unpredictable - English word stress from a Polish perspective – Robert Lew: Differences in the scope of obstruent voicing assimilation in learners’ English as a consequence of regional variation in Polish – Klementina Jurancic Petek: How to do it to do it right (?) Is near native-like pronunciation teachable/learnable? – Chris Defty/Barbara Nowak/Agnieszka Pietrzak: Teaching pronunciation to Polish primary and secondary school learners of English – Natalia Mamul: Micro-narratives in face-to-face interaction – Magdalena Deska: The perception of English sounds by Polish speakers – Anna Bączkowska: Some issues concerning modular and connectionist approaches to speech processing and production – Małgorzata Baran: The advantage of auditory perceivers and sharpeners in learning foreign language pronunciation – Kamila Ciepiela: Acquisition of the phonological system in childhood developmental aphasia.

The Editors: Ewa Waniek-Klimczak (Ph.D.) teaches English phonetics and phonology in the Department of English, University of Lódź. Her research interests are second language phonetics and phonology, second language acquisition, sociolinguistics and immigrant studies.Patrick James Melia (M.A.) has taught TEFL in Egypt, Germany, Oman and Poland. His research interests are in language acquisition, teaching methodology, corpus linguistics and the related field of learner corpora.

• Contents: John Wells: Accents in Britain today – Joanna Przedlacka: Early New Estuary English? Its contemporary background – Dorota Głowacka: Yod-palatalisation in English in Natural Phonology – Przemysław Ostalski: (Non)Rhoticity in optimality theory (categorical rules, free variation and fuzzy ranking of constrints) – Joanna Przedlacka: Glottaling in the teenage speech of the Home Counties – Janina Ozga/Anna Mańkowska: Students’ awareness of the socio-symbolic values of RP – Katarzyna Dziubalska-Kołączyk: Conscious competence of performance as a key to teaching English – Jan Majer: ‘In French is six millions docks.’ Where error, please? – Jolanta Szpyra: In defence of ‘practical’ phonology – Ewa Waniek-Klimczak: Context for Teaching English Phonetics and Phonology – Jan Majer: Sick or seek? Pedagogical phonology in teacher training – Włodzimierz Sobkowiak: English speech in Polish eyes: What university students think about English pronunciation teaching and learning – Peter Roach: Studying rhythm and timing in English speech: Scientific curiosity, or a classroom necessity? – Višnja Josipović: The Prosody of English spoken with a Croatian accent – Anna Bączkowska: Intonation patterns and turn-taking – Ewa Waniek-Klimczak: How to predict the unpredictable - English word stress from a Polish perspective – Robert Lew: Differences in the scope of obstruent voicing assimilation in learners’ English as a consequence of regional variation in Polish – Klementina Jurancic Petek: How to do it to do it right (?) Is near native-like pronunciation teachable/learnable? – Chris Defty/Barbara Nowak/Agnieszka Pietrzak: Teaching pronunciation to Polish primary and secondary school learners of English – Natalia Mamul: Micro-narratives in face-to-face interaction – Magdalena Deska: The perception of English sounds by Polish speakers – Anna Bączkowska: Some issues concerning modular and connectionist approaches to speech processing and production – Małgorzata Baran: The advantage of auditory perceivers and sharpeners in learning foreign language pronunciation – Kamila Ciepiela: Acquisition of the phonological system in childhood developmental aphasia.