1.1 Questions to guide reflection on the pedagogical applicability of research findings 4 2.1 Findings from Munro and Derwing (2006) regarding functional load 26 4.1 Research questions 68 5.1 The relationship between self-perceived accent strength and a sense of satisfaction (Q12 and Q13) 104 6.1 Frequency of SA and FA of pronunciation with different tasks and aspects of pronunciation 132 7.1 An overview of Tasks 1–6 for Pronunciation Learning 153 7.2 Descriptive statistics for the participants’ scores on Six Tasks 155 7.3 U Mann-Whitney test results for high- and low-achievers’ mean scores on the Six Tasks 156 7.4 Task 1: Vowel identification responses by High- (HA) and Low-Achievers (LA) 157 7.5 Task 2: IPA-to-orthography responses by High- (HA) and Low-Achievers (LA) 158 7.6 Task 3: Vowel matching responses by High- (HA) and Low-Achievers’ (LA) 159 7.7 Task 4: Minimal pair matching and providing vowel symbols responses by High- (HA) and Low-Achievers (LA) 161 7.8 Task 5: Identifying letters representing vowels or diphthongs responses by High- (HA) and Low-Achievers (LA) 162 7.9 Task 6: Identifying schwa in a sample text responses by High- (HA) and Low-Achievers (LA) 163 8.1 Extract from AixOx (Text T10) 185 9.1 Communicative framework for teaching English Pronunciation (adapted from Celce-Murcia et al., 2010) 211 11.1 Generalised linear mixed effects model for onset consonant clusters 264 12.1 Number of responses and relative frequencies of strong, weak, and mispronounced forms 288 12.2 Number of responses and relative frequencies of strong, weak, and mispronounced forms across language proficiency levels 288 12.3 Number of responses and relative frequencies of strong, weak, and mispronounced forms per word category 289 12.4 Weak forms across word categories and language proficiency levels 290 12.5 Number of responses and relative frequencies of strong, weak, and mispronounced forms by the trained and untrained group 290 14.1 Participants’ demographics 333 14.2 Distribution of test items in the DWR task 336 14.3 Generalisation effects analyses 339 14.4 Bonferroni-adjusted pairwise comparisons 341 14.5 Bonferroni-adjusted pairwise contrasts (Training group, testing time, vowel) 343 15.1 Descriptive statistics for RQ1 371 15.2 Related-samples Wilcoxon Signed Rank test 372 15.3 Retention of the Selected Mobile Pronunciation Apps in Post-Training and Delayed Questionnaires 373