Part of
English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 279302
References (36)
References
Abe, H. (2011). Effects of form-focused instruction on the acquisition of weak forms by Japanese EFL learners. In W.-S. Lee, & E. Zee (Eds.), Proceedings of 17th International Congress of Phonetic Sciences – ICPhS (pp.184–187). City University of Hong Kong. [URL]
Baker, A. (2006). Ship or sheep? An intermediate pronunciation course (3rd ed.). Cambridge University Press.Google Scholar
Bogacka, A., Polczynska-Fiszer, M., Orzechowska, P., Schwartz, G., & Zydorowicz, P. (2006). The production and perception of schwa in second language acquisition: The case of Polish learners of English. In K. Dziubalska-Kołaczyk (Ed.), IFAtuation: A life in IFA: A Festschrift for Professor Jacek Fisiak on the occasion of his 70th birthday (pp.71–84). Wydawnictwo Naukowe UAM.Google Scholar
Bouchhioua, N. (2017). The effects of explicit pronunciation instruction on the comprehensibility and intelligibility of Tunisian EFL learners. International Journal of Research Studies in Language Learning, 6(3), 73–88. DOI logoGoogle Scholar
Collins, B., & Mees, I. M. (2013). Practical phonetics and phonology (3rd ed.). Routledge. DOI logoGoogle Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, and assessment (CEFR). Cambridge University Press.Google Scholar
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379–397. DOI logoGoogle Scholar
Flege, J. E., & Bohn, O.-S. (1989). An instrumental study of vowel reduction and stress placement in Spanish accented English. Studies in Second Language Acquisition, 11, 35–62. DOI logoGoogle Scholar
García Lecumberri, M., & Maidment, J. A. (2000). English transcription course. Oxford University Press.Google Scholar
Ghazali, S., & Bouchhioua, N. (2003). The learning of English prosodic structure by speakers of Tunisian Arabic: Word stress and weak forms. In M. J. Solé, D. Recasens, & J. Romero (Eds.), Proceedings of the 15th International Congress of Phonetic Sciences – ICPhS (pp.961–964). Causal Productions. [URL]
Gonet, W., Szpyra-Kozłowska, J., & Święciński, R. (2010). The acquisition of vowel reduction by Polish students of English. In E. Waniek-Klimczak (Ed.), Issues in accents of English 2: Variability and norm (pp. 291–308). Cambridge Scholars.Google Scholar
Gómez Lacabex, E., García Lecumberri, M., & Cooke, M. (2005). English vowel reduction by untrained Spanish learners: Perception and production. In Proceedings of Phonetics Teaching and Learning Conference: PTLC 2005 (pp. 1–4). University College London.Google Scholar
(2009). Training and generalization effects of English vowel reduction for Spanish listeners. In M. Watkins, A. Rauber, & B. Baptista (Eds.), Recent research in second language phonetics/phonology: Perception and production (pp. 32–42). Cambridge Scholars.Google Scholar
Gómez Lacabex, E., & García Lecumberri, M. (2010). Investigating training effects in the production of English weak forms by Spanish learners. In K. Dziubalska-Kołaczyk, M. Wrembel, & M. Kul (Eds.), Proceedings of the 6th International Symposium on the Acquisition of Second Language Speech – New Sounds (pp.137–143). Adam Mickiewicz University.Google Scholar
Gralińska-Brawata, A. (2015). The acquisition of vowel reduction by Polish learners of English. In J. Volín (Ed.), Proceedings of the 4th International Conference on English Pronunciation: Issues & Practices (pp.43–44). Charles University. [URL]
Henderson, A., Curnick, L., Frost, D., Kautzsch, A., Kirkova-Naskova, A., Levey, D., Tergujeff, E., & Waniek-Klimczak, E. (2015). Pronunciation in an EFL setting: What’s going on inside and around European classrooms? Speak out!(Journal of the IATEFL Pronunciation Special Interest Group), 52, 49–58.Google Scholar
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83–103. DOI logoGoogle Scholar
Josipović Smojver, V. (2010). Foreign accent and levels of analysis: Interference between English and Croatian. In E. Waniek-Klimczak (Ed.), Issues in accents of English, 2: Variability and norm (pp. 23–35). Cambridge Scholars.Google Scholar
Jurafsky, D., Bell, A., Fosler-Lussier, E., Girand, C., & Raymond, W. D. (1998). Reduction of English function words in switchboard. The 5th International Conference on Spoken Language Processing, paper 0699. [URL]
Kelly, G. (2000). How to teach pronunciation. Pearson.Google Scholar
Kenworthy, J. (1987). Teaching English pronunciation. Longman.Google Scholar
Kirkova-Naskova, A. (2010). Native speaker perceptions of accented speech: The English pronunciation of Macedonian EFL learners. Research in Language, 8, 1–21. DOI logoGoogle Scholar
(2012). Megjujazična fonologija: Sporedba na vokalnite sistemi na angliskiot i na makedonskiot jazik [Interlanguage phonology: A comparison of English and Macedonian vocalic systems]. In Godišen zbornik na Filološkiot fakultet „Blaže Koneski“, (Vol. 38, pp. 141–152). Univerzitet „Sv. Kiril i Metodij“.Google Scholar
Koneski, B. (2004). Gramatika na makedonskiot jazik [A grammar of Macedonian]. Detska radost.Google Scholar
Lepage, A., & Busà, M. G. (2014). Intelligibility of English L2: The effects of incorrect word stress placement and incorrect vowel reduction in the speech of French and Italian learners of English. Concordia Working Papers in Applied Linguistics, 5, 387–400. [URL]
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23, 2, 175–181. DOI logoGoogle Scholar
Pennington, M., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives. Palgrave Macmillan. DOI logoGoogle Scholar
Poesová, K. (2015). Under the baton of schwa. Speak out! Journal of the IATEFL Pronunciation Special Interest Group, 52, 31–39.Google Scholar
Poesová, K., & Weingartová, L. (2018). Character of vowel reduction in Czech English. In J. Volín & R. Skarnitzl (Eds), The pronunciation of English by speakers of other languages (pp. 96–116). Cambridge Scholars.Google Scholar
Roach, P. (2009). English phonetics and phonology: A practical course (4th ed.). Cambridge University Press.Google Scholar
Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. Continuum. DOI logoGoogle Scholar
Rojczyk, A., & Porzuczek, A. (2012). Vowel reduction in English and Polish: General tendencies and individual variation. In E. Piechurska-Kuciel, & L. Piasecka (Eds.) Variability and stability in foreign and second language learning contexts (pp. 207–227). Cambridge Scholars.Google Scholar
Silva Fragozo, C. (2015). Acquisition of unstressed vowels by Brazilian speakers of English. In J. Volín (Ed.), Proceedings of the 4th International Conference on English Pronunciation: Issues and Practices (pp. 123–127). Charles University. [URL]
Sönning, L. (2014). Unstressed vowels in German learner English: An instrumental study. Research in Language, 12(2), 163–173. DOI logoGoogle Scholar
Underhill, A. (1994). Sound foundations. Macmillan Heinemann.Google Scholar
Van Bergem, D. R. (1991). Acoustic and lexical vowel reduction. Proceedings of the phonetics and phonology of speaking styles: Reduction and elaboration in speech communication[Online], paper 10, 1–5. [URL]
Cited by (1)

Cited by one other publication

Williams, Samantha, Paul Foulkes & Vincent Hughes
2024. Analysis of Forced Aligner Performance on L2 English Speech. Speech Communication  pp. 103042 ff. DOI logo

This list is based on CrossRef data as of 18 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.