List of figures :

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. ix–x

List of figures

4.1Attitudes towards the importance of pronunciation70

4.2Teachers’ responses about training in pronunciation pedagogy72

4.3Sample exercise focusing on segmentals in the croatian elementary school textbook Way to Go 2 (Anić, 2001, p. 41)81

4.4Sample exercise focusing on suprasegmentals in the Croatian elementary school textbook Hello World! 5 (Kirin, et al., 2018, p. 45)82

5.1Reactions to statements 33 and 35100

5.2Reactions to statements 36 and 39101

5.3Reactions to statements 34, 37 and 38102

5.4Reactions to statements 40 and 41102

5.5Responses to question 42103

6.1Frequency of summative assessment of pronunciation130

6.2Frequency of formative assessment of pronunciation130

6.3Distribution of responses to Q7 inquiring about the influence of SA and FA on students’ success in learning English (N = 106)134

8.1Interlinear tonetic transcription178

8.2Tonal distribution (fall, rise, fall-rise) of final (#) and non-final (non#) intonation units182

8.3Number of occurrences of tones in final (#) and non-final (non#) intonation units183

8.4Number of tones on final Intonation Units (IUs) per speaker184

8.5Number of tones on non-final Intonation Units (IUs) per speaker184

8.6First sentence of the English text T10 by a native english speaker: Can you give me a list of the restaurants / in the neighbourhood?/186

8.7First sentence of the English text T10 by a French learner of English (B Level): Can you give me / a list / of the restaurants / in the neighbourhood?/187

8.8First sentence of the French text T10 by a Native French speaker: Est-ce que vous pourriez / me donner la liste / des restaurants / de mon quartier ?/187

8.9HCRC Map n°4189

9.1The stages of the IP-CAFES project199

9.2Types of recordings collected for each country208

9.3Example of an annotated text for pronunciation work in speaker training213

9.4Example of a split dictation focusing on lexical stress in listener training (A2–B2)214

10.1Corrective feedback by focus type233

10.2Communication breakdowns by trigger type235

10.3Triggers of pronunciation corrective feedback (CF, 44 tokens) and pronunciation-induced communication breakdowns (CB, 10 tokens)239

11.1Consonant cluster types and pronunciation modification strategies265

11.2Modification strategies for “Stop+/l/” and “Stop+/r/” Clusters266

11.3Modification strategies for /fl/, /fr/ and /sl/ Clusters267

12.1Frequency distribution of vowel reduction per strong vowels in target words291

13.1Spectrograms and melodic patterns in february and may recordings for speaker E-M1 (Experimental Group)317

13.2Spectrograms and melodic patterns in february and may recordings for speaker E-M2 (Experimental Group)317

13.3Spectrogram and melodic patterns in the may recording for speaker C-M1 (Control Group)318

13.4Spectrograms and melodic patterns in february and may recordings for speaker E-F1 (Experimental Group)318

13.5Proportion of melodic suppression (a) and linking (b) in the experimental and control groups in february and may recordings319

14.1The identification training task interface335

14.2Distribution of testing and training tasks337

14.3Spectral distance scores by training group, testing time and vowel342

14.4Student A (left) and Student B (right) Maps346

14.5Task-Based pronunciation task about the elaboration of an invented recipe347

15.1Mobile app user engagement (R_engagement) for the selected mobile pronunciation apps in post-training and delayed questionnaires373

15.2Mobile app user retention (R_retention) for the selected mobile pronunciation apps in post-training and delayed questionnaires375