Chapter published in:
Child Bilingualism and Second Language Learning: Multidisciplinary perspectives
Edited by Fangfang Li, Karen E. Pollock and Robbin Gibb
[Bilingual Processing and Acquisition 10] 2020
► pp. 2942
References

References

Bongaerts, T., Mennen, S., & van der Slik, F.
(2000) Authenticity of pronunciation in naturalistic second language acquisition: The case of very advanced late learners of Dutch as a second language. Studia Linguistica, 54, 298–308. CrossrefGoogle Scholar
Bongaerts, T., van Summeren, C., Planken, B., & Schils, E.
(1997) Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19, 447–465. CrossrefGoogle Scholar
Brown, A.
(1991) Functional load and the teaching of pronunciation. In A. Brown (Ed.), Teaching English pronunciation: A book of readings (pp. 211–224). London: Routledge.Google Scholar
Catford, J. C.
(1987) Phonetics and the teaching of pronunciation: A systemic description of the teaching of English phonology. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp. 83–100). Washington, DC: TESOL.Google Scholar
Couper, G.
(2011) What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness, 20, 159–182. CrossrefGoogle Scholar
(2018) Socially constructed metalanguage and critical listening: How to help learners recognize their errors. www​.pronunciationforteachers​.com> (10 June 2020).
Cummins, J.
(1984) Bilingualism and special education: Issues in assessment and pedagogy. Austin, TX: Pro-ed.Google Scholar
Derwing, T. M.
(2003) What do ESL students say about their accents? Canadian Modern Language Review, 59, 547–566. CrossrefGoogle Scholar
Derwing, T. M., & Munro, M. J.
(2014) Myth: Once you have been speaking a second language for years, it is too late to change your pronunciation. In L. Grant (Ed.). Pronunciation myths (pp. 34–55). Ann Arbor, MI: University of Michigan Press.Google Scholar
(2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J.
(2014) Opening the window on comprehensible pronunciation after 19 years: A workplace training study. Language Learning, 64, 526–548. CrossrefGoogle Scholar
Derwing, T. M., & Waugh, E.
(2012) Language skills and the social integration of Canada’s adult immigrants. IRPP Study 31. Montreal: Institute for Research on Public Policy.Google Scholar
Field, J.
(2005) Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. CrossrefGoogle Scholar
Flege, J. E.
(1987) A critical period for learning to pronounce foreign languages? Applied Linguistics, 8, 162–177. CrossrefGoogle Scholar
Flege, J. E., Birdsong, D., Bialystok, E., Mack, M., Sung, H., & Tsukada, K.
(2006) Degree of foreign accent in English sentences produced by Korean children and adults. Journal of Phonetics, 34, 153–175. CrossrefGoogle Scholar
Flege, J. E., Frieda, E. M., & Nozawa, T.
(1997) Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25(2), 169–186. CrossrefGoogle Scholar
Flege, J. E., Munro, M. J., & Mackay, I. R. A.
(1995) Factors affecting strength of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97(5), 3125–3134. CrossrefGoogle Scholar
Foote, J. A., & McDonough, K.
(2017) Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3, 34–56. CrossrefGoogle Scholar
Galante, A., & Thomson, R. I.
(2017) The effectiveness of drama as an instructional approach for the development of L2 fluency, comprehensibility and accentedness. TESOL Quarterly, 51, 115–142. CrossrefGoogle Scholar
Hack, J., Marinova-Todd, S. H., & Bernhardt, B. M.
(2012) Speech assessment of Chinese-English bilingual children: Accent versus developmental level. International Journal of Speech-Language Pathology, 14(6), 509–519. CrossrefGoogle Scholar
Hahn, L. D.
(2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. CrossrefGoogle Scholar
Harada, T.
(2006) The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition, 28, 601–632. CrossrefGoogle Scholar
Hatch, E., Flashner, V., & Hunt, L.
(1986) The experience model and language teaching. In R. R. Day (Ed.). Talking to learn, (pp. 5–22). Rowley, MA: Newbury House.Google Scholar
Iannuzzi, M. E.
(2017) What to do with pronunciation? Teachers’ approaches to English pronunciation in lower secondary school (Unpublished Master’s thesis). University of Oslo.Google Scholar
Lee, A. H., & Lyster, R.
(2016) Effects of different types of corrective feedback on receptive skills in a second language: A speech perception training study. Language Learning, 66, 809–833. CrossrefGoogle Scholar
Lenneberg, E. H.
(1967) Biological foundations of language. New York, NY: John Wiley & Sons. CrossrefGoogle Scholar
Lippi-Green, R.
(2012) English with an accent. London: Routledge. CrossrefGoogle Scholar
Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E.
(2000) Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9–34. CrossrefGoogle Scholar
Menke, M. R.
(2017) Phonological development in two-way bilingual immersion: The case of Spanish vowels. Journal of Second Language Pronunciation, 3, 80–108. CrossrefGoogle Scholar
Meyers, C.
(2014) Intelligible accented speakers as pronunciation models. In J. Levis & S. McCrocklin (Eds.), Proceedings of the 5th annual conference of pronunciation in second language learning and teaching (PSLLT), (pp. 172–76). Ames, IA: Iowa State University.Google Scholar
Munro, M. J., & Derwing, T. M.
(2006) The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520–531. CrossrefGoogle Scholar
Piller, I.
(2002) Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6(2), 179–208. CrossrefGoogle Scholar
Rossiter, M. J., & Derwing, T. M.
(2012) Good intentions gone wrong: A call for systemic programming for immigrant and refugee children. In F. E. McCarthy & M. H. Vickers (Eds.) Achieving equity in education for refugee and immigrant students (pp. 89–106). Charlotte, NC: Information Age Publishing.Google Scholar
Seidlhofer, B., & Dalton-Puffer, C.
(1995) Appropriate units in pronunciation teaching: Some programmatic pointers. International Journal of Applied Linguistics, 5, 13–146. CrossrefGoogle Scholar
Terguheff, E.
(2013) Learner perspective on English pronunciation teaching in an EFL context. Research in Language, 11(1), 81–95. CrossrefGoogle Scholar
Thomson, R. I.
(2011) Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28, 744–765. CrossrefGoogle Scholar
(2014) Myth 6: Accent reduction and pronunciation instruction are the same thing. In L. Grant (Ed.). Pronunciation myths: Applying second language research to classroom teaching. (160–187). Ann Arbor, MI: University of Michigan Press.Google Scholar
(2018) English Accent Coach [Online game]. Retrieved from www​.englishaccentcoach​.com> (10 June 2020).
Trofimovich, P., Kennedy, S. & Foote, J. A.
(2015) Variables affecting L2 pronunciation development. In M. Reed & J. M. Levis (Eds.). The handbook of English pronunciation, (353–373). Chichester: Wiley Blackwell. CrossrefGoogle Scholar
Wong Fillmore, L.
(2014) English language learners at the crossroads of educational reform. TESOL Quarterly, 48(3), 624–632. CrossrefGoogle Scholar
Woodcock, R. W., Muñoz-Sandoval, A. F., Ruef, M. L., & Alvarado, C. G.
(2018) Woodcock-Muñoz Language Survey revised. Boston, MA: Houghton Mifflin Harcourt.Google Scholar