Part of
English Pronunciation Instruction: Research-based insightsEdited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. vii–viii
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. vii–viii
List of tables
1.1Questions to guide reflection on the pedagogical applicability of research
findings4
2.1Findings from Munro and Derwing (2006) regarding functional load26
4.1Research questions68
5.1The relationship between self-perceived accent strength and a sense of
satisfaction (Q12 and Q13)104
6.1Frequency of SA and FA of pronunciation with different tasks and aspects of
pronunciation132
7.1An overview of Tasks 1–6 for Pronunciation Learning153
7.2Descriptive statistics for the participants’ scores on Six Tasks155
7.3U Mann-Whitney test results for high- and low-achievers’ mean scores on the
Six Tasks156
7.4Task 1: Vowel identification responses by High- (HA) and Low-Achievers
(LA)157
7.5Task 2: IPA-to-orthography responses by High- (HA) and Low-Achievers
(LA)158
7.6Task 3: Vowel matching responses by High- (HA) and Low-Achievers’
(LA)159
7.7Task 4: Minimal pair matching and providing vowel symbols responses by High-
(HA) and Low-Achievers (LA)161
7.8Task 5: Identifying letters representing vowels or diphthongs responses by
High- (HA) and Low-Achievers (LA)162
7.9Task 6: Identifying schwa in a sample text responses by High- (HA) and
Low-Achievers (LA)163
8.1Extract from AixOx (Text T10)185
9.1Communicative framework for teaching English Pronunciation (adapted from Celce-Murcia et al., 2010)211
11.1Generalised linear mixed effects model for onset consonant clusters264
12.1Number of responses and relative frequencies of strong, weak, and mispronounced forms288
12.2Number of responses and relative frequencies of strong, weak, and mispronounced forms across language proficiency levels288
12.3Number of responses and relative frequencies of strong, weak, and mispronounced forms per word category289
12.4Weak forms across word categories and language proficiency levels290
12.5Number of responses and relative frequencies of strong, weak, and mispronounced forms by the trained and untrained group290
14.1Participants’ demographics333
14.2Distribution of test items in the DWR task336
14.3Generalisation effects analyses339
14.4Bonferroni-adjusted pairwise comparisons341
14.5Bonferroni-adjusted pairwise contrasts (Training group, testing time,
vowel)343
15.1Descriptive statistics for RQ1371
15.2Related-samples Wilcoxon Signed Rank test372
15.3Retention of the Selected Mobile Pronunciation Apps in Post-Training and
Delayed Questionnaires373
