Second Language Research: Methodology and Design

and there is still more room for the discussion of pros and cons of such systems. Furthermore, the inter-related constructs such as accentedness, comprehensibility, and intelligibility (Derwing and Munro, 2009) still need to be put in concrete and operational terms so that their measurement can be facilitated in the ESL/EFL classrooms. What editors have included as a slightly different chapter (Chapter 5) is probably going to pose a serious challenge for the layman or readers who do not have any background knowledge of numerical information. Finally, readers will have to be provided with a clear-cut distinction for the terms (measurement, test, evaluation, and assessment) not to mistakenly confuse one for another or use them interchangeably (Bachman, 1990). The following potential weaknesses can be taken care of in the upcoming edition. First, some schema-activating questions could be raised at the beginning of each chapter to help readers build on their prior knowledge. Furthermore, more examples, activities, and exercises could even be included to help clarify the theoretical concepts. Finally, a glossary of the key terms could also be placed at the end of the book to make the reviewing of the recurring themes for the readers easier. To conclude, the volume serves as a valuable point of reference in the L2 pronunciation instruction and assessment sector. Above all, it points to a compelling need for more attention to the vital aspects of L2 pronunciation assessment including intelligibility, comprehensibility, and accentedness.