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The German sociologist Ulrich Beck has elaborated a highly original formulation of the theory of risk and reflexive modernization, a formulation that has had a significant impact upon recent sociological theorizing and research. This article examines Beck's sociology of risk in the context of his broader social theory of reflexvity, advanced modernization and individualization. The article argues that Beck's work is constrained by several sociological weaknesses: namely, a dependence upon objectivistic and instrumental models of the social construction of risk and uncertainty in social relations, and a failure to adequately define the relations between institutional dynamism on the one hand and self-referentiality and critical reflection on the other. As a contribution to the reformulation and further development of Beck's approach to sociological theory, the article seeks to suggest other ways in which the link between risk and reflexivity might be pursued. These include a focus upon 91) the intermixing of reflexivity and reflection in social relations; (2) contemporary ideologies of domination and power; and (3) a dialectical notion of modernity and postmodernization.

The issue of teaching pronunciation has been severely neglected after the first year of most university foreign language (FL) courses. Moreover, research examining factors affecting the acquisition of the second language (L2) phonological system has been, in general, very scarce. In the present study I examine the acquisition of a nonnative phonological system by adult language learners studying Spanish at Indiana University, Bloomington. The objective of the study was to determine the success of supplementing intermediate Spanish courses with formal instruction in pronunciation. The instruction provided a multimodal methodology aimed to account specifically for individual differences and learning style variation. Variables such as field independence (FI), as measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, & Karp, 1971), and subject attitude or concern for pronunciation accuracy were examined in relation to improvement in pronunciation. The findings revealed that neither FI, nor subject concern for pronunciation accuracy, were significant predictors of improvement in pronunciation. In contrast, the multimodal methodology resulted in significant improvement of target language pronunciation for the subjects in the experimental group. The article ends with a classroom model of pronunciation instruction designed to enable teachers to incorporate this multimodal method into most second language (L2) curricula. There are also observations about pronunciation errors as they relate to contrastive analysis theory and several suggestions for future research.

Autonomous vehicles are one of the most highly anticipated technological developments of our time, with potentially wide-ranging social implications. Where dominant popular discourses around autonomous vehicles have tended to espouse a crude form of technological determinism, social scientific engagements with autonomous vehicles have tended to focus on rather narrow utilitarian dimensions related to regulation, safety or efficiency. This article argues that what is therefore largely missing from current debates is a sensitivity to the broader social implications of autonomous vehicles. The article aims to remedy this absence. Through a speculative mode, it is shown how a mobilities approach provides an ideal conceptual lens through which the broader social impacts of autonomous vehicles might be identified and evaluated. The argument is organized across four dimensions: transformations to experiences, inequalities, labour and systems. The article develops an agenda for critical sociological work on automated vehicles; and it calls on sociologists to contribute much-needed critical voices to the institutional and public debates on the development of autonomous vehicles.