Journal of Second Language Pronunciation
Editor
Associate Editor
Review Editor
The Journal of Second Language Pronunciation is a scholarly journal devoted to research into the acquisition, perception, production, teaching, assessment, and description of prosodic and segmental pronunciation of second languages in all contexts of learning. The journal encourages research that connects theory and practice, enhances our understanding of L2 phonological learning processes, and provides connections between L2 pronunciation and other areas of applied linguistics such as pragmatics, CALL, and speech perception.
The Journal publishes papers in four main areas: experimental, instructed, and naturalistic research about second language pronunciation; review articles that synthesize research perspectives of key pronunciation issues from different disciplines; teaching-oriented papers detailing successful practices and research-based instruction; and invited reviews of technology and books focused on second language pronunciation.
Contributions focusing on empirical research will represent all portions of the methodological spectrum including quantitative, qualitative, and mixed-methods studies. The journal invites papers on topics such as intelligibility and comprehensibility, accent, phonological acquisition, the use of technology (such as automatic speech recognition, text-to-speech, and CAPT), spoken language assessment, the social impact of L2 pronunciation, the ethics of pronunciation teaching, pronunciation acquisition in less commonly taught languages, speech perception and its relationship to speech production, and other topics.
The Journal of Second Language Pronunciation publishes its articles Online First.
Latest articles
14 January 2025
Exploring the potential of textually‑enhanced captioned video to
direct learners’ attention to challenging sound contrasts
Jonás Fouz-González & Joan C. Mora
3 December 2024
Shannon McCrocklin (ed). 2022. Technological Resources for Second Language Pronunciation Learning and Teaching: Research-based Approaches
Reviewed by Beata Walesiak
28 November 2024
Darren LaScotte, Colleen Meyers & Elaine Tarone. 2023. Voice and mirroring in L2 pronunciation instruction
Reviewed by Jennifer A Foote
22 November 2024
Production of prominence by Mandarin‑speaking EFL
learners: The role of prominence position, focus type and proficiency
Congchao Hua
21 November 2024
Subtraction: Another way to look at priorities in pronunciation teaching and learning
John M. Levis | JSLP 10:2 (2024) pp. 143–153
14 November 2024
EFL students’ beliefs and practices regarding pronunciation self-regulated learning
Loc Tan Nguyen
EFL students’ beliefs and practices regarding pronunciation self-regulated learning
Loc Tan Nguyen | JSLP 10:2 (2024) pp. 258–282
31 October 2024
The role of L1-dialect in L2 production: Acoustic measures on Xining and Leshan dialect speakers’ production of English vowels
Ying Li | JSLP 10:2 (2024) pp. 232–257
Arabic pronunciation instruction: Learner cognition and speech comprehensibility
Asmaa Shehata | JSLP 10:2 (2024) pp. 179–203
Language teacher self-efficacy beliefs for pronunciation instruction: The case of ESL teachers in Canada
Bei Zhang & Farahnaz Faez | JSLP 10:2 (2024) pp. 154–178
27 September 2024
Teaching perspectives: Japanese
Chisato Kojima | JSLP 10:2 (2024) pp. 289–292
Teaching perspectives: Japanese
Ryan Lidster | JSLP 10:2 (2024) pp. 283–288
28 June 2024
The influence of linguistic and cognitive background on word stress processing in an unknown language
Sandra Schwab, Faustine Etter, Julie Kamber, Michael Mouthon, Lars Rogenmoser, Lea B. Jost & Jean-Marie Annoni | JSLP 10:2 (2024) pp. 204–231
6 June 2024
Assessing pronunciation using dictation tools: The use of Google Voice Typing to score a pronunciation placement test
Carol Johnson, Walcir Cardoso, Beau Zuercher, Kathleen Brannen & Suzanne Springer | JSLP 10:1 (2024) pp. 10–34
Robin Walker & Gemma Archer. 2024. Teaching English Pronunciation for a Global World
Reviewed by Donna M. Brinton
Robin Walker & Gemma Archer. 2024. Teaching English Pronunciation for a Global World
Reviewed by Donna M. Brinton | JSLP 10:1 (2024) pp. 138–141
Measuring language use for pronunciation research
Zoë Zawadzki & John Levis | JSLP 10:1 (2024) pp. 1–9
23 May 2024
Effects of listeners’ dialectal variation on comprehensibility and accentedness judgements of second language
speech
Payam Ghaffarvand-Mokari | JSLP 10:1 (2024) pp. 35–58
Shadowing textbook and authentic materials in beginning L2 learners’ acquisition of Mandarin Chinese tones in spontaneous speech
Ai-Ling Lu & Danjie Su | JSLP 10:1 (2024) pp. 59–84
One-day listen-and-repeat training of a non-native vowel duration contrast for speakers of Namibian
languages
Antti Saloranta, Katja Haapanen, Kimmo U. Peltola, Henna Tamminen, Paavo Alku, Lannie Uwu-khaeb & Maija S. Peltola | JSLP 10:1 (2024) p. 85
11 March 2024
Di Liu, Tamara Jones & Marnie Reed. 2022. Phonetics in Language Teaching
Reviewed by Ingrid Mora-Plaza | JSLP 9:3 (2023) pp. 384–389
6 February 2024
A principled approach to teaching German lexical stress assignment
Paulina Maczuga, Johannes Knaus & Mary Grantham O’Brien
A principled approach to teaching German lexical stress assignment
Paulina Maczuga, Johannes Knaus & Mary Grantham O’Brien | JSLP 10:1 (2024) pp. 126–137
Dialect-specificity and learners’ L2 perceptual resilience after study abroad
Elena Schoonmaker-Gates | JSLP 9:3 (2023) pp. 362–383
29 January 2024
Bottom’s up for listening: The effect of pronunciation instruction on L2 listening comprehension
Elizabeth M. Kissling | JSLP 9:3 (2023) pp. 323–331
Crash modules to help Persians speak more intelligible and comprehensible English, emphasizing either production or
perception of either sounds or melodies
Vincent J. van Heuven & Mahmood Yenkimaleki | JSLP 9:3 (2023) pp. 289–301
23 January 2024
The pedagogy of training Chinese students’ intonation online
Yan Jiang & Dorothy M. Chun | JSLP 9:3 (2023) pp. 332–339
19 January 2024
Pedagogical decisions in the teaching of segmentals and suprasegmentals
Joshua Gordon & Isabelle Darcy
Pedagogical decisions in the teaching of segmentals and suprasegmentals
Joshua Gordon & Isabelle Darcy | JSLP 10:1 (2024) pp. 110–125
15 January 2024
A closer look at the Supra Tutor’s prosody lessons and the pedagogical and technological rationale behind
them
Edna F. Lima | JSLP 9:3 (2023) pp. 350–361
11 January 2024
Teaching contrastive stress to lower-proficiency learners
John M. Levis | JSLP 9:3 (2023) pp. 302–311
A pedagogical note on teaching L2 prosody and speech sounds using hand gestures
Peng Li, Florence Baills, Charlotte Alazard-Guiu, Lorraine Baqué & Pilar Prieto | JSLP 9:3 (2023) pp. 340–349
The pedagogy for teaching suprasegmental features
Esmat Shamsi & Hossein Bozorgian | JSLP 9:3 (2023) pp. 312–322
The effectiveness of pronunciation instruction: Unanswered questions
John Levis | JSLP 9:2 (2023) pp. 161–166
8 January 2024
Teaching prosody in research studies: How researchers make decisions about pedagogy in research studies
John M. Levis | JSLP 9:3 (2023) pp. 285–288
21 November 2023
Teaching perspectives: German
Ines Martin & Carolin Jolitz | JSLP 9:3 (2023) pp. 390–397
Listening to the “noise” in the data: The critical importance of individual differences in second-language speech
Murray J. Munro | JSLP 9:2 (2023) pp. 192–207
SAIT 汉语 (SAIT Hanyu): A pronunciation training app for second language Chinese learners
Bihua Chen | JSLP 9:3 (2023) pp. 398–404
Veronica G. Sardegna & Anna Jarosz. 2023. English Pronunciation Teaching: Theory, Practice and Research Findings
Reviewed by Gemma Archer | JSLP 9:2 (2023) pp. 279–283
Okim Kang, David O. Johnson & Alyssa Kermad. 2022. Second Language Prosody and Computer Modeling
Reviewed by Erika Latham | JSLP 9:2 (2023) pp. 274–278
Moymer. 2022. Falou
Reviewed by Sadi Phillips | JSLP 9:2 (2023) pp. 269–273
Teaching perspectives: French
Camille Meritan & Solène Inceoglu | JSLP 9:2 (2023) pp. 263–268
17 November 2023
Effects of orthography and cognate status on second language Spanish lexical encoding
Victoria Farrell & Danielle Daidone | JSLP 9:2 (2023) pp. 167–191
26 September 2023
V. G. Sardgena & A. Jarosz (Eds.). 2022. Theoretical and practical developments in English speech assessment, research, and training: Studies in honour of Ewa Waniek-Klimczak
Reviewed by Joshua Gordon | JSLP 9:1 (2023) pp. 134–138
25 September 2023
Is seeing believing? The role of ultrasound tongue imaging and oral corrective feedback in L2 pronunciation development
Lara Bryfonski | JSLP 9:1 (2023) pp. 103–129
25 August 2023
The characteristics and effects of peer feedback on second language pronunciation
Yuhui Huang, Andrew H. Lee & Susan Ballinger | JSLP 9:1 (2023) pp. 47–70
Recent dissertations on L2 pronunciation
John M. Levis & Zoë Zawadzki | JSLP 9:1 (2023) pp. 1–19
20 July 2023
Explicit pronunciation instruction in the second language classroom: An acoustic analysis of German final devoicing
James M. Stratton | JSLP 9:1 (2023) p. 71
2 June 2023
Review of ELSA, English Language Speech Assistant (https://elsaspeak.com/)
Dorothy M. Chun | JSLP 9:1 (2023) pp. 139–150
31 March 2023
Teaching perspectives: Spanish
Danielle Daidone & Charlie Nagle | JSLP 9:1 (2023) pp. 151–160
Reconceptualizing the (book) review
Charlie Nagle | JSLP 9:1 (2023) pp. 130–133
7 March 2023
Whose input matters? The influence of socially-differentiated input sources in adult Lx phonetic learning
Rachel Hayes-Harb, Shannon L. Barrios & Alayo Tripp | JSLP 8:3 (2022) pp. 363–388
9 February 2023
Long-term effects of peer and teacher feedback on L2 pronunciation
Ines A. Martin & Lieselotte Sippel | JSLP 9:1 (2023) pp. 20–46
20 January 2023
Comprehensibility improvements in integrated pronunciation instruction: A comparison of instructional methods and task effects
Isabelle Darcy & Brian Rocca | JSLP 8:3 (2022) pp. 328–362
17 January 2023
New directions in pronunciation research: Previous research as primary data
John M. Levis & Zoë Zawadzki | JSLP 8:3 (2022) pp. 319–327
24 November 2022
Effects of explicit phonetics instruction and a podcasting project on L2 Spanish vowel quality
production
Alyssa Martoccio | JSLP 8:3 (2022) pp. 389–412
1 November 2022
Teaching segmentals and suprasegmentals: Effects of explicit pronunciation instruction on comprehensibility, fluency, and accentedness
Joshua Gordon & Isabelle Darcy | JSLP 8:2 (2022) pp. 168–195
Marnie Reed & Tamara Jones (Editors). 2022. Listening in the classroom: Teaching students how to listen
Reviewed by Suzanne Graham | JSLP 8:3 (2022) pp. 448–452
John M. Levis, Tracey M. Derwing & Sinem Sonsaat-Hegelheimer (Eds.). 2022. Second language pronunciation: Bridging the gap between research and teaching
Reviewed by Lieselotte Sippel | JSLP 8:3 (2022) pp. 453–458
13 October 2022
Perception and production training effects on production of English lexical schwa by young Spanish
learners
Esther Gómez-Lacabex, Francisco Gallardo-del-Puerto & Jian Gong | JSLP 8:2 (2022) pp. 196–217
29 September 2022
Disentangling professional competence and foreign accent
Cesar Teló, Pavel Trofimovich & Mary Grantham O’Brien | JSLP 8:3 (2022) pp. 413–443
13 September 2022
Assimilation patterns predict L2 identification accuracy of English initial consonants
Camilla Søballe Horslund & Ocke-Schwen Bohn | JSLP 8:2 (2022) pp. 218–247
6 September 2022
I hear you, I see you, I know who you are: Attitudes towards ethnolinguistically marked French Lx speech in a traditionally homogeneous city
Suzie Beaulieu, Kristin Reinke, Adéla Šebková & Leif Michael French | JSLP 8:2 (2022) pp. 279–303
19 August 2022
Adam Brown. 2022. Activities and Exercises for Teaching English Pronunciation
Reviewed by Elina Tergujeff | JSLP 8:3 (2022) pp. 444–447
12 August 2022
Revisiting the role of age in second language speech acquisition
Andrew H. Lee | JSLP 8:2 (2022) pp. 248–278
2 August 2022
JSLP’s Editorial Advisory Board
John M. Levis | JSLP 8:1 (2022) pp. 1–12
19 July 2022
Rethinking pronunciation posttesting
Charles Nagle | JSLP 8:2 (2022) pp. 161–167
11 July 2022
The acquisition of L2 Spanish intonation: An analysis based on features
Covadonga Sánchez-Alvarado | JSLP 8:1 (2022) pp. 40–67
7 July 2022
C. Yang (ed.). 2021. The acquisition of Chinese as a Second Language pronunciation: Segments and prosody
Reviewed by Wei Zhang | JSLP 8:1 (2022) pp. 155–159
24 June 2022
Gaëlle Planchenault & Livia Poljak (Eds). 2021. Pragmatics of Accents
Reviewed by Alene Moyer | JSLP 8:2 (2022) pp. 309–314
17 June 2022
Acquisition of non-native vowel duration contrasts through classroom education: Perception and production affected differently
Antti Saloranta & Leena Maria Heikkola | JSLP 9:2 (2023) pp. 208–233
31 May 2022
Anastazija Kirkova-Naskova, Alice Henderson & Jonás Fouz-Gonzáles (eds.). 2021. English Pronunciation Instruction: Research-based Insights
Reviewed by Martha C. Pennington | JSLP 8:2 (2022) pp. 304–308
13 May 2022
Acquisition of non-sibilant anterior English fricatives by adult second language learners
Seth Wiener, Zhe Gao, Xiaomeng Li & Zhiyi Wu | JSLP 8:1 (2022) pp. 68–94
28 April 2022
Jane Setter. 2021. Your voice speaks volumes
Reviewed by Sylwia Scheuer | JSLP 8:2 (2022) pp. 315–318
25 April 2022
Listener perceptions of customer service agents’ performance: Do comprehensibility, accentedness, and fluency matter?
Aki Tsunemoto, Mark McAndrews, Pavel Trofimovich & Eric Friginal | JSLP 9:2 (2023) pp. 234–262
Murray J. Munro. 2020. Applying Phonetics: Speech Science in Everyday Life
Reviewed by John Levis | JSLP 8:1 (2022) pp. 149–154
24 February 2022
The longitudinal impact of self-reflection and integrated pronunciation instruction on L2 French learners’ production of /y/ and /u/
Camille Meritan | JSLP 8:1 (2022) pp. 116–143
9 February 2022
Phonetic listen-and-repeat training alters 6–7-year-old children’s non-native vowel contrast production after one
training session
Katja Immonen, Paavo Alku & Maija S. Peltola | JSLP 8:1 (2022) p. 95
7 February 2022
R. Wayland (Ed.). 2021. Second Language Speech Learning: Theoretical and Empirical Progress
Reviewed by Juli Cebrian | JSLP 8:1 (2022) pp. 144–148
19 January 2022
Native and nonnative authors in L2 pronunciation
John M. Levis | JSLP 7:3 (2021) pp. 307–314
30 November 2021
Individual variation in acquisition of voicing contrasts by classroom learners of French
Amy E. Hutchinson & Olga Dmitrieva | JSLP 7:3 (2021) pp. 408–434
Difficulties understanding L2 speech due to discourse- versus word-level elements
Sara Kennedy | JSLP 7:3 (2021) pp. 315–342
23 November 2021
Phonological features that predict accentedness, comprehensibility, and perceived teaching suitability in Arizona K-12
teachers
Meghan Kerry Moran | JSLP 8:1 (2022) pp. 13–39
19 October 2021
John Hodgetts. 2020. Pronunciation Instruction in English for Academic Purposes
Reviewed by Gemma Archer | JSLP 7:3 (2021) pp. 467–471
M. Hancock. 2020. Mark Hancock’s 50 Tips for Teaching Pronunciation
Reviewed by Dan Frost | JSLP 7:3 (2021) pp. 472–475
21 September 2021
L2 pronunciation research and teaching: The importance of many languages
John Levis | JSLP 7:2 (2021) pp. 141–153
4 August 2021
Assessing the state of the art in longitudinal L2 pronunciation research: Trends and future directions
Charles L. Nagle | JSLP 7:2 (2021) pp. 154–182
27 July 2021
The interplay of proficiency and study abroad experience on the prosody of L2 speech acts
Okim Kang, Alyssa Kermad & Naoko Taguchi | JSLP 7:3 (2021) pp. 343–369
Task engagement and comprehensibility in interaction: Moving from what second language speakers say to what they do
Pavel Trofimovich, Oguzhan Tekin & Kim McDonough | JSLP 7:3 (2021) pp. 435–461
18 May 2021
COVID silver linings: Accessible and affordable professional development
John M. Levis & Sinem Sonsaat Hegelheimer | JSLP 7:1 (2021) pp. 1–9
11 March 2021
Perception of American English consonants /v/ and /w/ by Hindi speakers of English
Vikas Grover, Valerie L. Shafer, Luca Campanelli, D. H. Whalen & Erika S. Levy | JSLP 7:3 (2021) pp. 370–407
4 March 2021
Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction: A critical survey
J. A. Foote & R. I. Thomson | JSLP 7:2 (2021) pp. 240–264
Punching through the barrier: Using gesture to activate productive oral vocabulary
Bianca Mister, Amanda Baker & Honglin Chen | JSLP 7:2 (2021) pp. 265–290
2 March 2021
Nigel G. Ward. 2019. Prosodic Patterns in English Conversation
Reviewed by Martha C. Pennington | JSLP 7:2 (2021) pp. 296–301
8 February 2021
Paul Carley & Inger M. Mees. 2020. American English phonetics and pronunciation practice
Reviewed by Paul John | JSLP 7:1 (2021) pp. 130–134
Anna Jarosz. 2019. English Pronunciation in L2 Instruction: The Case of Secondary School Learners
Reviewed by Tamara Jones | JSLP 7:1 (2021) pp. 135–139
Pekka Lintunen, Maarit Mutta & Pauliina Peltonen (Eds.). 2019. Fluency in L2 learning and use
Reviewed by Jimin Kahng | JSLP 7:1 (2021) pp. 121–124
D. Smakman. 2020. Clear English pronunciation: A practical guide
Reviewed by Lara Wallace | JSLP 7:2 (2021) pp. 291–295
28 January 2021
Teacher cognition of pronunciation teaching: The techniques teachers use and why
Graeme Couper | JSLP 7:2 (2021) pp. 212–239
19 January 2021
Kristýna Červinková Poesová & Klára Uličná. 2019. Becoming a Pronunciation Teacher
Reviewed by Leticia Quesada Vázquez | JSLP 7:3 (2021) pp. 462–466
18 January 2021
L. Plonsky. 2020. Professional development in applied linguistics: A guide to success for graduate students and early career faculty
Reviewed by Tracey M. Derwing | JSLP 7:2 (2021) pp. 302–306
8 January 2021
Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools
Teresa Kieseier | JSLP 7:2 (2021) pp. 183–211
Is giving better than receiving? The effects of peer and teacher feedback on L2 pronunciation skills
Ines A. Martin & Lieselotte Sippel | JSLP 7:1 (2021) pp. 62–88
25 November 2020
Changes in L2 pronunciation: 25 years of intelligibility, comprehensibility, and accentedness
John Levis | JSLP 6:3 (2020) pp. 277–282
29 October 2020
Revisiting the Intelligibility and Nativeness Principles
John Levis | JSLP 6:3 (2020) pp. 310–328
6 October 2020
International intelligibility revisited: L2 realizations of NURSE and TRAP and functional load
Veronika Thir | JSLP 6:3 (2020) pp. 458–482
1 October 2020
Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches
Daniel J. Olson & Heather M. Offerman | JSLP 7:1 (2021) p. 89
11 September 2020
Elina Tergujeff & Maria Kautonen (Eds.). 2019. Suullinen kielitaito – Opi, opeta, arvioi
Reviewed by Katja Immonen | JSLP 7:1 (2021) pp. 116–120
10 September 2020
Investigating the relationship between comprehensibility and social evaluation
Charlotte Vaughn & Aubrey Whitty | JSLP 6:3 (2020) pp. 483–504
1 September 2020
Reactions to second language speech: Influences of discrete speech characteristics, rater experience, and speaker first language background
Talia Isaacs & Ron I. Thomson | JSLP 6:3 (2020) pp. 402–429
Laura Patsko & Katy Simpson. 2019. How to Write Pronunciation Activities
Reviewed by Donna M. Brinton | JSLP 7:1 (2021) pp. 125–129
31 August 2020
Foreign accent, comprehensibility and intelligibility, redux
Murray J. Munro & Tracey M. Derwing | JSLP 6:3 (2020) pp. 283–309
18 August 2020
Long-term effects of intensive instruction on fluency, comprehensibility and accentedness
Leif M. French, Nancy Gagné & Laura Collins | JSLP 6:3 (2020) pp. 380–401
6 August 2020
Prosody transfer failure despite cross-language similarities: Evidence in favor of a complex dynamic system approach in pronunciation teaching
Di Liu | JSLP 7:1 (2021) pp. 38–61
4 August 2020
Comprehensibility and everyday English use: An exploration of individual trajectories over time
Beth Zielinski & Elizabeth Pryor | JSLP 6:3 (2020) pp. 352–379
8 July 2020
Second language comprehensibility as a dynamic construct
Pavel Trofimovich, Charles L. Nagle, Mary Grantham O’Brien, Sara Kennedy, Kym Taylor Reid & Lauren Strachan | JSLP 6:3 (2020) pp. 430–457
7 July 2020
Effect of pronunciation instruction on L2 learners’ listening comprehension
Phung Dao, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen | JSLP 7:1 (2021) pp. 10–37
Expanding the scope of L2 intelligibility research: Intelligibility, comprehensibility, and accentedness in L2 Spanish
Charles L. Nagle & Amanda Huensch | JSLP 6:3 (2020) pp. 329–351
John M. Levis. 2018. Intelligibility, oral communication, and the teaching of pronunciation
Reviewed by Ron I. Thomson | JSLP 6:3 (2020) pp. 505–510
8 June 2020
L2 pronunciation networking and conferences
John M. Levis | JSLP 6:2 (2020) pp. 133–147
25 March 2020
Publication venues for L2 pronunciation research
John M. Levis & Sinem Sonsaat | JSLP 6:1 (2020) pp. 1–11
17 March 2020
Authors, reviewers and JSLP
John M. Levis | JSLP 5:3 (2019) pp. 339–346
9 March 2020
Testing the malleability of teachers’ judgments of second language speech
Kym Taylor Reid, Mary Grantham O’Brien, Pavel Trofimovich & Allison Bajt | JSLP 6:2 (2020) pp. 236–264
2 March 2020
Andrew Sewell. 2016. English pronunciation models in a globalized world: Accent, acceptability and Hong Kong English
Reviewed by Veronika Thir | JSLP 6:1 (2020) pp. 127–131
25 February 2020
The Supra Tutor: Improving speaker comprehensibility through a fully online pronunciation course
Edna F. Lima | JSLP 6:1 (2020) pp. 39–67
Sounds: The Pronunciation App
Reviewed by Jonás Fouz-González | JSLP 6:2 (2020) pp. 270–275
Martha C. Pennington & Pamela Rogerson-Revell. 2019. English Pronunciation Teaching and Research: Contemporary Perspectives
Reviewed by Anastazija Kirkova-Naskova | JSLP 6:2 (2020) pp. 265–269
Rajiv Rao (Ed.). 2019. Key issues in the teaching of Spanish pronunciation: From description to pedagogy
Reviewed by Avizia Long | JSLP 6:1 (2020) pp. 122–126
13 February 2020
Rating L2 speaker comprehensibility on monologic vs. interactive tasks: What is the effect of speaking task type?
Dustin Crowther | JSLP 6:1 (2020) p. 96
11 February 2020
Pronunciation among adult Indigenous language learners: The case of SENĆOŦEN /t’/
Sonya Bird | JSLP 6:2 (2020) pp. 148–179
Aiming for advanced intelligibility and proficiency using mobile ASR
Aurore Mroz | JSLP 6:1 (2020) pp. 12–38
Evaluating two ways for marking Swedish phonological length in written text: A production study
Bosse Thorén & Hyeseung Jeong | JSLP 6:2 (2020) pp. 180–208
4 February 2020
The role of talker variability in the perceptual learning of Mandarin tones by American English
listeners
Alif Silpachai | JSLP 6:2 (2020) pp. 209–235
13 January 2020
Karin Richter. 2019. English-Medium Instruction and Pronunciation: Exposure and Skills Development
Reviewed by Keiko Hanzawa | JSLP 5:3 (2019) pp. 464–468
3 December 2019
Development of L2 Spanish VOT before and after a brief pronunciation training session
Katharina S. Schuhmann & Marie K. Huffman | JSLP 5:3 (2019) pp. 402–434
25 November 2019
Does personality influence ratings of foreign accents?
Caitlin Gaffney & Stephanie Côté | JSLP 6:1 (2020) pp. 68–95
Children’s and adults’ initial phonological acquisition of a foreign language
Romana Kopečková, Christine Dimroth & Ulrike Gut | JSLP 5:3 (2019) pp. 374–401
17 September 2019
Intelligibility of an L2 variety in ELF interactions: Brunei English and vowel pronunciation
Ishamina Athirah Gardiner | JSLP 5:2 (2019) pp. 247–268
Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and
fluency: An online classroom study
Solène Inceoglu | JSLP 5:2 (2019) pp. 223–246
Developing and validating a methodology for crowdsourcing L2 speech ratings in Amazon Mechanical Turk
Charles Nagle | JSLP 5:2 (2019) pp. 294–323
Nonnative accent and the perceived grammaticality of spoken grammar forms
June Ruivivar & Laura Collins | JSLP 5:2 (2019) pp. 269–293
Korean L2 learners’ perception and production of Vietnamese tones
Đích Mục Đào & Anh-Thư T. Nguyễn | JSLP 5:2 (2019) pp. 195–222
Lucy Pickering. 2018. Discourse Intonation: A Discourse-Pragmatic Approach to Teaching the Pronunciation of English
Reviewed by Heather Boldt & Margareta Larsson | JSLP 5:2 (2019) pp. 328–332
Paul Carley, Inger M. Mees & Beverley Collins. 2018. English Phonetics and Pronunciation Practice
Reviewed by Wayne Rimmer | JSLP 5:2 (2019) pp. 324–327
Learning English: Pronunciation
Reviewed by George Fredrik Smith | JSLP 5:2 (2019) pp. 333–338
Pronunciation research in recent dissertations
John M. Levis | JSLP 5:2 (2019) pp. 181–194
6 May 2019
Phonological (in)visibility: The perception of reduced Spanish vowels among L1-Spanish speakers, L2-Spanish learners, and English monolinguals
Whitney Chappell | JSLP 5:3 (2019) pp. 435–463
14 March 2019
Second language speakers’ awareness of their own comprehensibility: Examining task repetition and self-assessment
Lauren Strachan, Sara Kennedy & Pavel Trofimovich | JSLP 5:3 (2019) pp. 347–373
13 March 2019
The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation
training: Japanese learners’ progress on the French vowel contrast /y/-/u/
Tanja Kocjančič Antolík, Claire Pillot-Loiseau & Takeki Kamiyama | JSLP 5:1 (2019) pp. 72–97
Learning Korean pronunciation: Effects of instruction, proficiency, and L1
Daniel R. Isbell, Ok-Sook Park & Kyujin Lee | JSLP 5:1 (2019) pp. 13–48
ASR-based dictation practice for second language pronunciation improvement
Shannon McCrocklin | JSLP 5:1 (2019) p. 98
The accommodation of intelligible segmental pronunciation: Segmental repairs and adjustments in English as a Lingua Franca interactions
George O’Neal | JSLP 5:1 (2019) pp. 119–138
Correction timing: Does it affect teacher oral feedback?
Hooman Saeli | JSLP 5:1 (2019) pp. 49–71
ESL learners’ intra-speaker variability in producing American English tense and lax vowels
Bruce L. Smith, Eric Johnson & Rachel Hayes-Harb | JSLP 5:1 (2019) pp. 139–164
Rachel’s English
Meichan Huang | JSLP 5:1 (2019) pp. 165–170
mmmEnglish
Katsuya Yokomoto | JSLP 5:1 (2019) pp. 171–175
John Murphy (Ed.). 2017. Teaching the pronunciation of English: Focus on whole courses
Reviewed by Amanda Huensch | JSLP 5:1 (2019) pp. 176–180
Teaching-oriented research
John M. Levis | JSLP 5:1 (2019) pp. 1–12
1 February 2019
Visualizing the acoustic and gestural beats of emphasis in multimodal discourse: Theoretical and pedagogical implications
Debra M. Hardison | JSLP 4:2 (2018) pp. 232–259
Plenary talk: Technology and the intelligibility-based classroom, given at the Pronunciation in Second Language Learning and Teaching conference, August 2016, University of Calgary, Alberta, Canada
John M. Levis | JSLP 4:2 (2018) pp. 260–278
Directions for the future of technology in pronunciation research and teaching
Mary Grantham O’Brien, Tracey M. Derwing, Catia Cucchiarini, Debra M. Hardison, Hansjörg Mixdorff, Ron I. Thomson, Helmer Strik, John M. Levis, Murray J. Munro, Jennifer A. Foote & Greta Muller Levis | JSLP 4:2 (2018) pp. 182–207
High Variability [Pronunciation] Training (HVPT): A proven technique about which every language teacher and learner ought to know
Ron I. Thomson | JSLP 4:2 (2018) pp. 208–231
Okim Kang & April Ginther. 2018. Assessment in second language pronunciation
Reviewed by Michael Burri | JSLP 4:2 (2018) pp. 284–287
Marla Tritch Yoshida. 2016. Beyond repeat after me: Teaching pronunciation to English learners
Reviewed by Marsha J. Chan | JSLP 4:2 (2018) pp. 279–283
Okim Kang, Ron I. Thomson & John M. Murphy (Eds.). 2018. The Routledge handbook of contemporary English pronunciation
Reviewed by Shannon McCrocklin | JSLP 4:2 (2018) pp. 288–292
Technology and second language pronunciation
John M. Levis | JSLP 4:2 (2018) pp. 173–181
31 May 2018
Dodson’s classroom experiments in pronunciation
Paul Tench | JSLP 4:1 (2018) pp. 154–157
Computer-assisted visual articulation feedback in L2 pronunciation instruction: A review
Heather Bliss, Jennifer Abel & Bryan Gick | JSLP 4:1 (2018) pp. 129–153
Engaging the senses: A sensory-based approach to L2 pronunciation instruction for actors
Suzanne Cerreta & Pavel Trofimovich | JSLP 4:1 (2018) pp. 46–72
Investigating L1 lay assessments of L2 French pronunciation
Kerry Lappin-Fortin | JSLP 4:1 (2018) pp. 103–128
Pronunciation’s role in English speaking-proficiency ratings
Rui Ma, Lynn E. Henrichsen, Troy L. Cox & Mark W. Tanner | JSLP 4:1 (2018) p. 73
Moving towards a bilingual baseline in second language phonetic
research
Mari Sakai | JSLP 4:1 (2018) pp. 11–45
T. Isaacs & P. Trofimovich (Eds.). 2017. Second language pronunciation assessment: Interdisciplinary perspectives
Reviewed by Michael Carey | JSLP 4:1 (2018) pp. 158–162
María de los Ángeles Gómez González & Teresa Sánchez Roura. 2016. English Pronunciation for Speakers of Spanish: From Theory to Practice
Reviewed by Charles Nagle | JSLP 4:1 (2018) pp. 168–172
Mark Hancock. 2017. PronPack
Reviewed by Marla Yoshida | JSLP 4:1 (2018) pp. 163–167
Precision and imprecision in second language pronunciation
John M. Levis | JSLP 4:1 (2018) pp. 1–10
4 December 2017
Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech
Anja Ludwig & Joan C. Mora | JSLP 3:2 (2017) pp. 167–198
Establishing an empirical basis for priorities in pronunciation teaching
M. M. McAndrews & R. I. Thomson | JSLP 3:2 (2017) pp. 267–287
Individual developmental trajectories in the L2 acquisition of Spanish spirantization
Charles L. Nagle | JSLP 3:2 (2017) pp. 218–241
The acquisition of rhotics by child L2 and L3 learners
Alexandra Morales Reyes, Begoña Arechabaleta-Regulez & Silvina Montrul | JSLP 3:2 (2017) pp. 242–266
Linguistic correlates of comprehensibility in second language Japanese speech
Kazuya Saito & Yuka Akiyama | JSLP 3:2 (2017) pp. 199–217
Call for papers: 2018 Best paper award based on recent dissertation research
JSLP 3:2 (2017) pp. 165–166
Mary Grantham O’Brien & Sarah M. B. Fagan. 2016. German Phonetics and Phonology: Theory and Practice
Reviewed by Shannon L. Barrios | JSLP 3:2 (2017) pp. 288–292
Linda Grant & Eve Einselen Yu. 2016. Well Said Intro: Pronunciation for Clear Communication & Linda Grant. 2016 Well Said: Pronunciation for Clear Communication
Reviewed by Edna F. Lima | JSLP 3:2 (2017) pp. 293–297
Holger Schmitt. 2016. Teaching English Pronunciation: A textbook for the German-speaking countries
Reviewed by Mary Grantham O’Brien | JSLP 3:2 (2017) pp. 298–302
The Journal of Second Language Pronunciation – Evaluation and directions
John M. Levis | JSLP 3:2 (2017) pp. 157–164
14 April 2017
“I feel like having a nervous breakdown”: Pre-service and in-service teachers’ developing beliefs and knowledge about pronunciation instruction
Michael Burri, Amanda Baker & Honglin Chen | JSLP 3:1 (2017) pp. 109–135
Using shadowing with mobile technology to improve L2 pronunciation
Jennifer A. Foote & Kim McDonough | JSLP 3:1 (2017) pp. 34–56
Utilizing electropalatography to train palatalized versus unpalatalized consonant productions by native speakers of American English learning Russian
Jane F. Hacking, Bruce L. Smith & Eric M. Johnson | JSLP 3:1 (2017) p. 9
Phonological development in two-way bilingual immersion: The case of Spanish vowels
Mandy Renee Menke | JSLP 3:1 (2017) p. 80
Functional load revisited: Reinterpreting the findings of ‘lingua franca’ intelligibility studies
Andrew Sewell | JSLP 3:1 (2017) pp. 57–79
Alene Moyer. (2013) Foreign accent. The phenomenon of non-native speech
Reviewed by Sharif Alghazo | JSLP 3:1 (2017) pp. 149–151
Jose A. Mompean & Jonás Fouz-González (eds.). (2015) Investigating English pronunciation: Trends and directions
Reviewed by Hilal Ergül | JSLP 3:1 (2017) pp. 144–148
Tamara Jones (ed.). (2016) Pronunciation in the classroom. The overlooked essential
Reviewed by Elizabeth Keenan | JSLP 3:1 (2017) pp. 136–139
Carnegie Speech Company. NativeAccent. English Speech Training
Reviewed by Carole Mawson | JSLP 3:1 (2017) pp. 140–143
Chunsheng Yang. (2016) The acquisition of L2 Mandarin prosody. From experimental studies to pedagogical practice
Reviewed by Mingxia Zhi & Becky Huang | JSLP 3:1 (2017) pp. 152–155
Evidence-based pronunciation teaching: A pedagogy for the future
John M. Levis | JSLP 3:1 (2017) pp. 1–8
23 August 2016
Linguistic dimensions of second language accent and comprehensibility: Nonnative listeners’ perspectives
Dustin Crowther, Pavel Trofimovich & Talia Isaacs | JSLP 2:2 (2016) pp. 160–182
Think, sink, and beyond: Phonetic variants and factors contributing to English th pronunciation among Chinese speakers
Becky Huang & Keelan Evanini | JSLP 2:2 (2016) pp. 253–275
Perceptual phonetic training improves production in larger discourse contexts
Amanda Huensch | JSLP 2:2 (2016) pp. 183–207
Accent in second language pronunciation research and teaching
John M. Levis | JSLP 2:2 (2016) pp. 153–159
The perception of Mandarin lexical tones by native Japanese adult listeners with and without Mandarin learning experience
Kimiko Tsukada, Mariko Kondo & Kazuko Sunaoka | JSLP 2:2 (2016) pp. 225–252
Testing rhythm metrics in L2 Mandarin Chinese
Chunsheng Yang & Jing Chu | JSLP 2:2 (2016) pp. 208–224
Tracey M. Derwing & Murray J. Munro. 2015. Pronunciation Fundamentals. Evidence-based perspectives for L2 teaching and research
Reviewed by Isabelle Darcy | JSLP 2:2 (2016) pp. 285–288
Rias van den Doel & Laura Rupp. 2014. Pronunciation matters: Accents of English in the Netherlands and elsewhere
Reviewed by David Levey | JSLP 2:2 (2016) pp. 276–279
Ewa Waniek-Klimczak & Mirosław Pawlak. 2015. Teaching and researching the pronunciation of English. Studies in honour of Włodzimierz Sobkowiak
Reviewed by Arizio Sweeting | JSLP 2:2 (2016) pp. 280–284
Marnie Reed & John M. Levis. 2015. The Handbook of English Pronunciation
Reviewed by Lynda Yates | JSLP 2:2 (2016) pp. 289–292
31 March 2016
Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay
Graeme Couper | JSLP 2:1 (2016) pp. 29–55
The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction
Joshua Gordon & Isabelle Darcy | JSLP 2:1 (2016) pp. 56–92
The interaction of research and pedagogy
John Levis | JSLP 2:1 (2016) pp. 1–7
Explicit and implicit training methods for improving native English speakers’ comprehension of nonnative speech
Stephanie Lindemann, Maxi-Ann Campbell, Jason Litzenberg & Nicolas Close Subtirelu | JSLP 2:1 (2016) p. 93
The puzzle of gender effects in L2 phonology
Alene Moyer | JSLP 2:1 (2016) p. 8
Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad
Mareike Müller | JSLP 2:1 (2016) pp. 108–142
Bettina Beinhoff. 2013. Perceiving identity through accent: Attitudes towards non-native speakers and their accents in English
Reviewed by Stephanie Lindemann | JSLP 2:1 (2016) pp. 148–152
Hugh Dellar & Andrew Walkley. 2015. Outcomes: Upper intermediate, student’s book & Mike Sayer, Hugh Dellar & Andrew Walkley. 2015 Outcomes: Upper intermediate, teacher’s book
Reviewed by Alison McGregor | JSLP 2:1 (2016) pp. 143–147
Issues
Online-first articlesVolume 10 (2024)
Volume 9 (2023)
Volume 8 (2022)
Volume 7 (2021)
Volume 6 (2020)
Volume 5 (2019)
Volume 4 (2018)
Volume 3 (2017)
Volume 2 (2016)
Volume 1 (2015)
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Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General