Chapter published in:
English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 3960
Angelovska, T.
(2010) An empirical research of individual differences in L2 oral proficiency: What makes native-like speakers special? In A. Henderson (Ed.). Proceedings of the 1st International Conference on English Pronunciation: Issues and Practices (EPIP) (pp. 95–117). Université de Savoie.Google Scholar
(2012) Second language pronunciation: Attainment and assessment. Peter Lang.Google Scholar
(2017) Phonologically induced syntactic transfer in L3 acquisition of English: Evidence from late sequential Russian-German bilinguals. In E. Babatsouli (Ed.), Proceedings of the International Symposium of Monolingual and Bilingual Speech 2017 (pp. 21–27). Institute of Monolingual and Bilingual Speech.Google Scholar
(2018) Cross-linguistic awareness of adult L3 learners of English: A focus on metalinguistic reflections and proficiency. Language Awareness, 27(1–2), 136–152. CrossrefGoogle Scholar
(2019) Instructed L3 Acquisition of English. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. CrossrefGoogle Scholar
(forthcoming) Overcoming teaching-related challenges in the EFL multilingual classroom. In Rückl, M. & J. Kainhofer (eds.) Sprache(n) in pädagogischen Settings. Berlin: M. De Gruyter.Google Scholar
Angelovska, T. & Hahn, A.
(2009) English with a ‘native-like’ accent: An empirical study on proficiency. In A. Benati (Ed.). Issues in second language proficiency (pp.147–169). Continuum.Google Scholar
Angelovska, T., & Hahn, A.
(2013) Raising language awareness for learning and teaching L3 grammar. In A. Benati, C. Laval, & M. Arche (Eds.). The grammar dimension in instructed second language learning (pp. 185–207). Bloomsbury.Google Scholar
(2016) English in multilingual individuals, societies and schools. In C. Ehland, I. Mindt, & M. Tönnies (Eds.), Proceedings Anglistentag 2015 Paderborn (pp. 245–253). Wissenschaftlicher Verlag Trier (WVT).Google Scholar
(Eds.) (2017) L3 syntactic transfer: Models, new developments and implications. John Benjamins. CrossrefGoogle Scholar
Angelovska, T., & Schaipp, K.
(2020) Heterogeneity in TEFL: A focus on teachers’ competencies for and in the multilingual classroom. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. CrossrefGoogle Scholar
Angelovska, T., Krulatz, A., & Surkalovic, D.
(2020) Predicting EFL teacher candidates’ preparedness to work with multilingual learners: Snapshots from three European universities. The European Journal of Applied Linguistics and TEFL, 9(1), 183–208.Google Scholar
Au, T. K., Knightly, L. M., Jun, S.-A., & Oh, J. S.
(2002) Overhearing a language during childhood. Psychological Science, 13(3), 238–243. CrossrefGoogle Scholar
Balas, A., Kopečková, R., & Wrembel, M.
(2019) Perception of rhotics by multilingual children. In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (Eds.), Proceedings of the 19th International Congress of Phonetic Sciences – ICPhS (pp. 3725–3729). Australasian Speech Science and Technology Association. https://​assta​.org​/proceedings​/ICPhS2019​/papers​/ICPhS​_3774​.pdf
Bartolotti, J., & Marian, V.
(2012) Bilingual memory: Structure, access, and processing. In J. Altarriba & L. Isurin (Eds.), Memory and language: Theoretical and applied approaches to bilingualism (pp. 7–47). Cambridge University Press. CrossrefGoogle Scholar
Bliss, H., Abel, J., & Gick, B.
(2018) Computer-assisted visual articulation feedback in L2 pronunciation instruction: A review. Journal of Second Language Pronunciation, 4(1), 129–153. CrossrefGoogle Scholar
Broersma, M., & Cutler, A.
(2011) Competition dynamics of second-language listening. Quarterly Journal of Experimental Psychology, 64(1), 74–95. CrossrefGoogle Scholar
Boersma, P., & Weenink, D.
(2020) Praat: Doing phonetics by computer (Version 6.1.09) [Computer software]. http://​www​.praat​.org/
Burgess, J., & Spencer, S.
(2000) Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. CrossrefGoogle Scholar
Burns, A.
(2009) Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289–297). Cambridge.Google Scholar
(2010) Doing action research for English language teachers: A guide for practitioners. Routledge.Google Scholar
Cabrelli Amaro, J.
(2013) The phonological permeability hypothesis: Measuring regressive L3 influence to test L2 phonological representations (Unpublished doctoral dissertation). University of Florida. https://​ufdcimages​.uflib​.ufl​.edu​/UF​/E0​/04​/52​/25​/00001​/CABRELLI​_AMARO​_J​.pdf
(2017) Testing the phonological permeability hypothesis: L3 phonological effects on L1 versus L2 systems. International Journal of Bilingualism, 21(6), 698–717. CrossrefGoogle Scholar
Cabrelli Amaro, J., & Rothman, J.
(2010) On L3 acquisition and phonological permeability: A new test case for debates on the mental representation of non-native phonological systems. International Review of Applied Linguistics in Language Teaching, 48(2–3), 275–296. CrossrefGoogle Scholar
Cabrelli Amaro, J., & Wrembel, M.
(2016) Investigating the acquisition of phonology in a third language – A state of the science and an outlook for the future. International Journal of Multilingualism, 13(4), 395–409. CrossrefGoogle Scholar
Calvo, N., García, A. M., Manoiloff, L., & Ibáñez, A.
(2016) Bilingualism and cognitive reserve: A critical overview and a plea for methodological innovations. Frontiers in Ageing Neuroscience, 7, Article 249. CrossrefGoogle Scholar
Celce-Murcia, M., Brinton, D., & Goodwin, J.
(2010) Teaching pronunciation: A reference for teachers of English to speakers of other languages (2nd ed.). Cambridge University Press.Google Scholar
Chang, C. B., Haynes, E. F., Yao, Y., & Rhodes, R.
(2009) A tale of five fricatives: Consonantal contrast in heritage speakers of Mandarin. University of Pennsylvania Working Papers in Linguistics, 15, 37–43.Google Scholar
Creese, A., & Blackledge, A.
(2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94(1), 103–115. CrossrefGoogle Scholar
Derwing, T., & Munro, M.
(2005) Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. CrossrefGoogle Scholar
Derwing, T. M., & Munro, M. J.
(2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins. CrossrefGoogle Scholar
Darcy, I., Ewert, D., & Lidster, R.
(2012) Bringing pronunciation instruction back into the classroom: An ESL teachers’ pronunciation “toolbox”. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 93–108). Iowa State University.Google Scholar
Darcy, I., Park, H., & Yang, C.-L.
(2015) Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing. Learning and Individual Differences, 40, 63–72. CrossrefGoogle Scholar
European Commission
(2018) Standard Eurobarometer 89 – Public opinion in the European Union: First results (Project No. 2018.2737). European Commission, Directorate-General for Communication. https://​ec​.europa​.eu​/commfrontoffice​/publicopinionmobile​/index​.cfm​/Survey​/getSurveyDetail​/surveyKy​/2180
Foote, J., Holtby, A., & Derwing, T.
(2011) Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. CrossrefGoogle Scholar
Gabriel, C., & Thiele, S.
(2017) Learning and teaching of foreign language pronunciation in multilingual settings: A questionnaire study with teachers of English, French, Italian and Spanish. In C. Schlaak, & C. Thiele (Eds.). Migration, Mehrsprachigkeit und Inklusion. Strategien für den schulischen Unterricht und die Hochschullehre (pp. 79–104). ibidem.Google Scholar
Gallardo del Puerto, F.
(2007) Is L3 phonological competence affected by the learner’s level of bilingualism?. International Journal of Multilingualism, 4(1), 1–16. CrossrefGoogle Scholar
García, O.
(2009) Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.Google Scholar
Gut, U.
(2010) Cross-linguistic influence in L3 phonological acquisition. International Journal of Multilingualism, 7(1), 19–38. CrossrefGoogle Scholar
Hahn, A.
(2006) Korrektive Phonetik: Ausspracheunterricht ‘revisited’ [Corrective phonetics: Pronunciation instruction ‘revisited’]. In U. O. H. Jung, & H. Jung (Eds.) Praktische Handreichungen für den Fremdsprachenunterricht (pp. 142–148). Peter Lang.Google Scholar
Hahn, A., & Raaf, B.
(2012) Möglichkeiten von Moodle für den neo-kommunikativen Sprachunterricht Beispiel: Aussprachetraining [Possibilities of Moodle for the neo-communicative language teaching]. In L. Volkmann, & M. Reinfried, (Eds.) Medien im neokommunikativen Fremdsprachenunterricht: Einsatzformen, Inhalte, Lernerkompetenzen. Fremdsprachendidaktik: Inhalts- und lernerorientiert, Vol. 16 (pp. 319–330). Peter Lang.Google Scholar
Hahn, A., & Angelovska, T.
(2017) Input-Practice-Output: A method for teaching L3 English after L2 German with a focus on syntactic transfer. In T. Angelovska & A. Hahn (Eds.), L3 syntactic transfer: Models, new developments and implications (pp. 299–319). John Benjamins. CrossrefGoogle Scholar
Hahn, A., B. Raaf, & T. Angelovska
(2007) Methoden-Box: Mit Aussprachetraining früh beginnen [Methods-Box: Start pronunciation training early]. Take off! Zeitschrift für frühes Englischlernen, 1.Google Scholar
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunnngham, U., & Curnick, L.
(2012) English pronunciation teaching in Europe survey: Selected results. Research in Language, 10, 5–27. CrossrefGoogle Scholar
Heredia, R. R., & Altarriba, J.
(2001) Bilingual language mixing: Why do bilinguals code-switch? Current Directions in Psychological Science, 10(5), 164–168. CrossrefGoogle Scholar
Kang, O., Thomson, R. I., & Murphy, J. M.
(2018) The Routledge handbook of contemporary English pronunciation. Routledge.Google Scholar
Kennison, S., Fernandez, E., Bowers, M.
(2014) The roles of semantic and phonological information in word production: Evidence from Spanish-English bilinguals. Journal of Psycholinguistic Research, 43(2), 105–124. CrossrefGoogle Scholar
Kirkova-Naskova, A., Tergujeff, E., Frost, D., Henderson, A., Kautzsch, A., Levey, D., Murphy, D., & Waniek-Klimczak, E.
(2013) Teachers’ Views on their professional training and assessment practices: Selected results from the English pronunciation teaching in Europe survey. In J. Levis & K. LeVelle (Eds.) Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 29–42). Iowa State University. https://​apling​.engl​.iastate​.edu​/wp​-content​/uploads​/sites​/221​/2015​/05​/PSLLT​_5th​_Proceedings​_2013​.pdf
Kirkova-Naskova, A.
forthcoming). The effects of perceptual training on L2 learners’ speech production: Evidence from a classroom-based study.
Kopečková, R.
(2015) Differences in the perception of English vowel sounds by child L2 and L3 learners. In U. Gut, R. Fuchs, & E.-M. Wunder (Eds.), Universal or diverse paths to English phonology (pp. 71–90). De Gruyter. CrossrefGoogle Scholar
Kopečková, R., Marecka, M., Wrembel, M., & Gut, U.
(2016) Interactions between three phonological subsystems of young multilinguals: The influence of language status. International Journal of Multilingualism, 13(4), 426–443. CrossrefGoogle Scholar
Levis, J. M.
(1999) Intonation in theory and practice revisited. TESOL Quarterly, 33(1), 37–63. CrossrefGoogle Scholar
Louriz, N.
(2007) Alignment in L3 phonology. Langues et Linguistique, 18/19, 129–160.Google Scholar
Lee, J., Jang, J., & Plonsky, L.
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. CrossrefGoogle Scholar
Llama, R., Cardoso, W., & Collins, L.
(2010) The influence of language distance and language status on the acquisition of L3 phonology. International Journal of Multilingualism, 7(1), 39–57. CrossrefGoogle Scholar
Lloyd-Smith, A., Gyllstad, H., & Kupisch, T.
(2016) Transfer into L3 English: Global accent in German-dominant heritage speakers of Turkish. Linguistic Approaches to Bilingualism 7(2), 131–162. CrossrefGoogle Scholar
Lukyanchenko, A., & Gor, K.
(2011) Perceptual correlates of phonological representations in heritage speakers and L2 learners. In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of the 35th Annual Boston University Conference on Language Development (pp. 414–426). Cascadilla Press.Google Scholar
Marian, V., & Spivey, M.
(2003) Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics, 24(2), 173–193. CrossrefGoogle Scholar
Marx, N., & Mehlhorn, G.
(2010) Pushing the positive: Encouraging phonological transfer from L2 to L3. International Journal of Multilingualism, 7(1), 4–18. CrossrefGoogle Scholar
Montrul, S.
(2016) The acquisition of heritage languages. Cambridge University Press. CrossrefGoogle Scholar
Moyer, A.
(2013) Foreign accent: The phenomenon of non-native speech. Cambridge University Press. CrossrefGoogle Scholar
Munro, M. J.
(2018) How well can we predict second language learners’ pronunciation difficulties? The CATESOL Journal, 30(1), 267–281. https://​eric​.ed​.gov​/?id​=EJ1174232
Oh, J. A., & Au, T. K.
(2005) Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum, 18(3), 229–241. CrossrefGoogle Scholar
Oh, J. S., Au, T. K., & Jun, S.-A.
(2010) Early childhood language memory in the speech perception of international adoptees. Journal of Child Language, 37(5), 1123–1132. CrossrefGoogle Scholar
Olson, D. J.
(2014a) The benefits of visual feedback on segmental production in L2 classrooms. Language Learning and Technology, 18(3), 173–192. Crossref
(2014b) Phonetics and technology in the classroom: A practical approach to using speech analysis software in L2 pronunciation instruction. Hispania, 97(1), 47–68. CrossrefGoogle Scholar
Patihis, L., Oh, J. S., & Mogilner, T.
(2015) Phoneme discrimination of an unrelated language: Evidence for a narrow transfer but not a broad-based bilingual advantage. The International Journal of Bilingualism, 19(1), 3–16. CrossrefGoogle Scholar
Polinsky, M. & Kagan, O.
(2007) Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368–395. CrossrefGoogle Scholar
Reed, M., & Levis, J. M.
(2015) The handbook of English pronunciation. Wiley Blackwell. CrossrefGoogle Scholar
Rothman, J.
(2015) Linguistic and cognitive motivations for the typological primacy model of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism, Language and Cognition, 18(2), 179–190. CrossrefGoogle Scholar
Saito, K.
(2007) The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English. Linguistic Journal, 3(3), 17–41.Google Scholar
Saito, K., Tran, M., Suzukida, Y., Sun, H., Magne, V., & Ilkan, M.
(2019) How do second language listeners perceive the comprehensibility of foreign-accented speech? Roles of first language profiles, second language proficiency, age, experience, familiarity and metacognition. Studies in Second Language Acquisition, 41(5), 1–17. CrossrefGoogle Scholar
Tyler, M. D.
(2019) PAM-L2 and phonological category acquisition in the foreign language classroom. In A. M. Nyvad, M. Hejná, A. Højen, A. B. Jespersen, & M. Hjortshøj Sørensen (Eds.), A sound approach to language matters: In honor of Ocke-Schwen Bohn (pp. 607–630). Department of English, School of Communication & Culture, Aarhus University.Google Scholar
Taylor Reid, K., Trofimovich, P., & O’Brien, M.
(2018) Social attitudes and speech ratings: Effects of positive and negative bias on multiage listeners’ judgments of second language speech. Studies in Second Language Acquisition, 41(2), 419–442. CrossrefGoogle Scholar
Trofimovich, P., Isaacs, T., Kennedy, S., Saito, K., & Crowther, D.
(2016) Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19(1), 122–140. CrossrefGoogle Scholar
Wang, X. & Munro, M. J.
(2004) Computer-based training for learning English vowel contrasts. System, 32(4), 539–552. CrossrefGoogle Scholar
Wrembel, M.
(2010) L2-accented speech in L3 production, International Journal of Multilingualism, 7(1), 75–90. CrossrefGoogle Scholar
(2011) Cross-linguistic influence in third language acquisition of voice onset time. In L. Wai-Sum & E. Zee (Eds.), Proceedings of the 17th International Congress of Phonetic Sciences – ICPhS (pp. 2157–2160). City University of Hong Kong. http://​www​.internationalphoneticassociation​.org​/icphs​-proceedings​/ICPhS2011​/OnlineProceedings​/RegularSession​/Wrembel​/Wrembel​.pdf
(2012) Foreign accentedness in third language acquisition. In J. Cabrelli Amaro, S. Flynn, & J. Rothman (Eds.), Third language acquisition in adulthood (pp. 281–310). John Benjamins. CrossrefGoogle Scholar
(2015) Cross-linguistic influence in second vs. third language acquisition of phonology. In U. Gut, R. Fuchs, & E-M. Wunder (Eds.), Universal or diverse paths to English phonology (pp. 41–70). De Gruyter. CrossrefGoogle Scholar
Wrembel, M., & Cabreli Amaro, J.
(Eds.) (2016) Advances in the investigation of L3 phonological acquisition. Routledge.Google Scholar
Wrembel, M., Marecka, M., & Kopečková, R.
(2019) Extending perceptual assimilation model to L3 phonological acquisition. International Journal of Multilingualism, 16(4), 513–533. CrossrefGoogle Scholar
Wrembel, M., Gut, U., Krzysik, I., Lewandowska, H., & Balas, A.
(2019) Acquisition of rhotics by multilingual children. In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (Eds.), Proceedings of the 19th International Congress of Phonetic Sciences – ICPhS (pp. 954–958). Australasian Speech Science and Technology Association. https://​assta​.org​/proceedings​/ICPhS2019​/papers​/ICPhS​_1003​.pdf
Yang, E.
(2017) Bilinguals’ working memory (WM) advantage and their dual anguage practices. Brain Sciences, 7(7), article 86. CrossrefGoogle Scholar