Pronunciation Fundamentals

Evidence-based perspectives for L2 teaching and research

| University of Alberta
ORCID logo | Simon Fraser University
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ISBN 9789027213266 | EUR 95.00 | USD 143.00
 
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The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation–especially graduate students, language teachers, and experienced researchers–will find much value in this indispensible resource.
[Language Learning & Language Teaching, 42] 2015.  xiii, 208 pp.
Publishing status: Available
Table of Contents
“In a text that is engaging, informative, and sometimes provocative, Derwing and Munro synthesize decades of empirical research and show what aspects of pronunciation can—or should—be part of teachers’ instructional focus with second language learners. Graduate students and researchers will find a thorough critical review of previous studies and guidance for future research. The book covers research areas including the influence of first language on a second language speaker’s pronunciation, how age is related to acquiring the sounds and speech patterns of a second language, distinguishing accent from comprehensibility and intelligibility, the role of listeners in assessing pronunciation, and the ethics of “accent reduction” programs. Every page reveals the authors’ passionate commitment to understanding how pronunciation skills contribute to successful communication in a variety of language interactions. This book will convince you not only that pronunciation is an important part of second language teaching and learning but also that research in this area is absolutely fascinating.”
“I have long waited for a book on pronunciation research that changes the ways we think about instruction. The wait is over. Knowledgeable readers will find this book thought provoking and challenging, while those who are new to the field will find its discussion of pronunciation research accessible and its teaching ideas approachable.”
“Written by internationally recognized authorities in the field of second language pronunciation learning and teaching, “Pronunciation fundamentals” offers a comprehensive, state-of-the-art treatment of historical, pedagogical, linguistic, social, and ethical issues involved in the teaching and assessment of second language pronunciation. A particular strength of this volume is its clear pedagogical focus informed by years of empirical work, including the authors’ own seminal research on pronunciation learning and teaching. A highly engaging read, “Pronunciation fundamentals” is a must-have not just for language teachers and researchers; it will be of great interest to anyone who has ever wondered how language users learn to speak in another language and how best to assist them in this challenge.”
“In the contested world of academic peer review, it a rare pleasure to be able to give an unreserved endorsement to a colleague’s work. I confess that I had high expectations for this book before reading it, having been inspired by the breadth and quality of Derwing and Munro’s innovative work throughout my academic career. This book has exceeded all expectations in terms of the substance, clarity of thought, comprehensiveness, and likely impact on research and pedagogical practice, with the pervasiveness of the authors’ own work in practically every chapter reflecting the centrality of their scholarship to so many lines of inquiry in our field. In conformity with their suggestion about the suitability of their volume for a broad readership, I wholeheartedly recommend the purchase and consumption of this book "for anyone who is interested in second language pronunciation" (p. xi) and believe that it will be a cherished and widely cited resource for many years to come.”
“The book, written “to serve as a resource for anyone who is interested in second language pronunciation” (p. xi), stems from the long teaching and research experience of the authors, who provide a well-balanced account of research and pedagogical suggestions in connection with major challenges related to pronunciation. The structure of the book makes it possible for individual readers to choose aspects of interest rather than follow the order of issues raised by the authors; however, treated as a whole, the book makes a perfect text for the study of pronunciation in its full complexity. Raising important problems and issues related to pronunciation as seen from a student and teacher perspective, discussing strengths and weaknesses of relevant research and providing
a variety of insights into the development of research as well as pedagogy, the book manages to achieve what verges on the impossible: It is comprehensive and yet concise. Discussing sound research, it opens up new paths for further studies; referring to the authors’ experience, it provides food for thought and stimulates new ideas. Most importantly, perhaps, the book bridges the gap
between pronunciation research and teaching, showing how the former informs the latter. As it is only by better understanding of complex conditionings of pronunciation challenges faced by students that we can provide relevant instruction, the book offers an invaluable resource to all of us interested in pronunciation. And to make us enjoy researching and teaching pronunciation even
more, the book reads so well, being both engaging and engaged in the pronunciation instruction cause.”
“I found this book inspiring, motivating and enriching. Throughout, emphasis is placed on communicative goals: The authors successfully convince of the importance of a focus on comprehensibility and intelligibility, rather than on accentedness. This book has built an essential bridge between research and practice, thought-provoking for the specialist, as well as accessible and invaluably practical for anyone interested in L2 pronunciation.”
“Most of all, I like that the book is written with the language teacher in mind as much as the researcher, and that it will be of use to those working in areas of L2 acquisition other than pronunciation. The style is clear and unfussy; key terms are explained and exemplified; research studies are made to seem relevant (not always an easy task); theories which are not obviously practically oriented are put into pedagogical context; and teachers are given a wide range of pointers in terms of what is useful, what to avoid, and where to go for support. I know of no other book that addresses all these aspects so thoroughly and so well, and would highly recommend it, both as a course text for students studying pronunciation teaching and learning on teacher training or teacher education programmes, and also as a reference for those interested in practical applications of pronunciation research.”
“This book presents a reliable and informative academic resource in the area of L2 pronunciation. Most currently popular books in this field pertain to discussing phonetic and phonological aspects of the L2, ignoring the pedagogical concerns of phonetic instruction. This book, however, pays significant attention to that often-neglected area of instruction. An area of interest and value to researchers and teachers relates to the most neglected aspect of pronunciation teaching: classroom-based research on effective teaching strategies. This entails the observation of classes to gain fuller understanding of current teaching practices and then to devise more effective pronunciation instruction. This issue was raised in Chapters 5 and 10. In this vein, it should be noted that similar attention was called for in Baker’s (2011, 2014) research, which was among the first attempts to fill this gap [see also Alghazo (2013)]; however, this research was unfortunately recognised in this book. Overall, Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research is an invaluable contribution for both teachers and researchers in the field of L2 pronunciation.”
“I thoroughly enjoyed reading this book, and I would recommend it for any masters course in Teaching English Language and Applied Linguistics for language teachers.”
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2022. Making the Teaching of Suprasegmentals Accessible. In Second Language Pronunciation,  pp. 85 ff. DOI logo
O’Brien, Mary Grantham, 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
2022. Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation  pp. 182 ff. DOI logo
Pešková, Andrea
2022. Intonation Patterns Used in Non-Neutral Statements by Czech Learners of Italian and Spanish: A Cross-Linguistic Comparison. Languages 7:4  pp. 282 ff. DOI logo
Phuong, Thi Thanh Huyen
2022. Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice. SAGE Open 12:3  pp. 215824402211266 ff. DOI logo
Sadeghi, Karim
2022. Teaching Pronunciation and SLA: An Interview with Tracey Derwing. In Talking About Second Language Acquisition,  pp. 73 ff. DOI logo
Saito, Kazuya & Yuwei Liu
2022. Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses. Second Language Research 38:3  pp. 531 ff. DOI logo
Sardegna, Veronica G.
2022. Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching 55:3  pp. 363 ff. DOI logo
Sardegna, Veronica G. & Anna Jarosz
2022. Exploring How YouGlish Supports Learning English Word Stress: A Perception Study. In Theoretical and Practical Developments in English Speech Assessment, Research, and Training [Second Language Learning and Teaching, ],  pp. 165 ff. DOI logo
Sardegna, Veronica G. & Anna Jarosz
2022. Introduction. In Theoretical and Practical Developments in English Speech Assessment, Research, and Training [Second Language Learning and Teaching, ],  pp. 3 ff. DOI logo
Sato, Takanori & Chantal Hemmi
2022. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study. Language Learning in Higher Education 12:1  pp. 309 ff. DOI logo
Sippel, Lieselotte
Sonsaat‐Hegelheimer, Sinem & Shannon McCrocklin
2022. Research‐informed Materials for Pronunciation Teaching. In Second Language Pronunciation,  pp. 293 ff. DOI logo
Tanner, Mark & Lynn Henrichsen
2022. Pronunciation in Varied Teaching and Learning Contexts. In Second Language Pronunciation,  pp. 215 ff. DOI logo
Taylor Reid, Kym, Pavel Trofimovich, Mary Grantham O’Brien & Aki Tsunemoto
2022. USING TASK PRACTICE TO REDUCE SOCIAL INFLUENCES ON LISTENER EVALUATIONS OF SECOND LANGUAGE ACCENT AND COMPREHENSIBILITY. International Journal of Listening 36:3  pp. 283 ff. DOI logo
Teló, Cesar, Pavel Trofimovich & Mary Grantham O’Brien
2022. Disentangling professional competence and foreign accent. Journal of Second Language Pronunciation 8:3  pp. 413 ff. DOI logo
Tergujeff, Elina
2022.  Pronunciation Teaching in EFL K–12 Settings . In Second Language Pronunciation,  pp. 235 ff. DOI logo
Thomson, Ron I. & Talia Isaacs
2022. Evaluations of Foreign Accented Speech: Subjective Bias or Speech Signal Characteristics?. In Theoretical and Practical Developments in English Speech Assessment, Research, and Training [Second Language Learning and Teaching, ],  pp. 27 ff. DOI logo
Tsunemoto, Aki, Rachael Lindberg, Pavel Trofimovich & Kim McDonough
2022. VISUAL CUES AND RATER PERCEPTIONS OF SECOND LANGUAGE COMPREHENSIBILITY, ACCENTEDNESS, AND FLUENCY. Studies in Second Language Acquisition 44:3  pp. 659 ff. DOI logo
Tsunemoto, Aki, Pavel Trofimovich, Josée Blanchet, Juliane Bertrand & Sara Kennedy
2022. Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals 55:1  pp. 135 ff. DOI logo
UCHIHARA, TAKUMI, STUART WEBB, KAZUYA SAITO & PAVEL TROFIMOVICH
2022. Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?. The Modern Language Journal 106:2  pp. 351 ff. DOI logo
Uchihara, Takumi, Stuart Webb, Kazuya Saito & Pavel Trofimovich
2023. Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words. Language Learning 73:1  pp. 84 ff. DOI logo
Veroňková, Jitka
2022. Míra cizineckého přízvuku v češtině polských mluvčích. Bohemistyka :3  pp. 463 ff. DOI logo
WHEELER, PAGE & KAZUYA SAITO
2022. Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture. The Modern Language Journal 106:2  pp. 429 ff. DOI logo
Yeldham, Michael & Vincent Choy
2022. The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong. Language, Culture and Curriculum 35:2  pp. 184 ff. DOI logo
Angelovska, Tanja
2021. Chapter 3. When a psycholinguist enters the multilingual classroom. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 40 ff. DOI logo
Baran-Lucarz, Malgorzata
Baran-Łucarz, Małgorzata
2021. The Mediating Effect of Culture on the Relationship Between FL Self-assessment and L2 Willingness to Communicate: The Polish and Italian EFL Context. In New Perspectives on Willingness to Communicate in a Second Language [Second Language Learning and Teaching, ],  pp. 85 ff. DOI logo
Baran-Łucarz, Małgorzata
2023. Personality as a Correlate of Accentedness: The Case of Formal Setting Without Pronunciation-Focused Instruction. Research in Language 21:4  pp. 377 ff. DOI logo
Blake, Helen L. , Sarah Verdon & Sharynne McLeod
2021. Multilingual university students’ perceived English proficiency, intelligibility and participation. Journal of Monolingual and Bilingual Speech 3:1 DOI logo
Cho, Minyoung
2021. REGULATORY FIT EFFECTS ON THE ACQUISITION OF LEXICAL STRESS. Studies in Second Language Acquisition 43:5  pp. 1094 ff. DOI logo
Colantoni, Laura, Paola Escudero, Victoria Marrero-Aguiar & Jeffrey Steele
2021. Evidence-Based Design Principles for Spanish Pronunciation Teaching. Frontiers in Communication 6 DOI logo
Czura, Anna & Małgorzata Baran-Łucarz
2021. “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course. Íkala 26:3  pp. 623 ff. DOI logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen
2021. Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation 7:1  pp. 10 ff. DOI logo
Darcy, Isabelle, Brian Rocca & Zoie Hancock
2021. A Window into the Classroom: How Teachers Integrate Pronunciation Instruction. RELC Journal 52:1  pp. 110 ff. DOI logo
Foote, J. A. & R. I. Thomson
2021. Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction. Journal of Second Language Pronunciation 7:2  pp. 240 ff. DOI logo
Frost, Daniel John & Alice Henderson
2021. Chapter 9. Rationale and design of a study of foreign-accented academic English. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 198 ff. DOI logo
Gordon, Joshua
2021. Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention. RELC Journal 52:1  pp. 94 ff. DOI logo
Gordon, Joshua
2022. Making the Teaching of Segmentals Purposeful. In Second Language Pronunciation,  pp. 61 ff. DOI logo
Gordon, Joshua
2023. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3  pp. 718 ff. DOI logo
Huensch, Amanda & Charlie Nagle
2021. The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish: A Conceptual Replication and Extension of Munro and Derwing (1995a). Language Learning 71:3  pp. 626 ff. DOI logo
Huensch, Amanda & Charlie Nagle
2023. Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish. Studies in Second Language Acquisition 45:2  pp. 571 ff. DOI logo
Immonen, Katja
2021. Review of Tergujeff & Kautonen (2019): Suullinen kielitaito – Opi, opeta, arvioi. Journal of Second Language Pronunciation 7:1  pp. 116 ff. DOI logo
Isbell, Daniel R.
2021. Can the Test Support Student Learning? Validating the Use of a Second Language Pronunciation Diagnostic. Language Assessment Quarterly 18:4  pp. 331 ff. DOI logo
Jekiel, Mateusz & Kamil Malarski
2021. Musical Hearing and Musical Experience in Second Language English Vowel Acquisition. Journal of Speech, Language, and Hearing Research 64:5  pp. 1666 ff. DOI logo
Jeong, Hyeseung, Anna Elgemark & Bosse Thorén
2021. Swedish Youths as Listeners of Global Englishes Speakers With Diverse Accents: Listener Intelligibility, Listener Comprehensibility, Accentedness Perception, and Accentedness Acceptance. Frontiers in Education 6 DOI logo
Kirkova-Naskova, Anastazija, Alice Henderson & Jonás Fouz-González
2021. Chapter 1. Advancing towards research-informed pronunciation pedagogy. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 2 ff. DOI logo
Kostromitina, Maria & Okim Kang
2021. The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development. Frontiers in Communication 6 DOI logo
LaScotte, Darren, Colleen Meyers & Elaine Tarone
2021. Voice and Mirroring in SLA: Top-Down Pedagogy for L2 Pronunciation Instruction. RELC Journal 52:1  pp. 144 ff. DOI logo
Levis, John M
2021. Conversations with Experts – In Conversation with John Levis, Editor of Journal of Second Language Pronunciation. RELC Journal 52:1  pp. 206 ff. DOI logo
Levis, John M.
2017. Evidence-based pronunciation teaching. Journal of Second Language Pronunciation 3:1  pp. 1 ff. DOI logo
Levis, John M.
2018. Intelligibility, Oral Communication, and the Teaching of Pronunciation, DOI logo
Levis, John M.
2018. Precision and imprecision in second language pronunciation. Journal of Second Language Pronunciation 4:1  pp. 1 ff. DOI logo
Levis, John M.
2021. Chapter 2. Connecting the dots between pronunciation research and practice. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 18 ff. DOI logo
Levis, John M.
2022. Revisiting the Intelligibility and Nativeness Principles. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121],  pp. 33 ff. DOI logo
Levis, John M. & Shannon McCrocklin
2021. The pragmatic force of second language accent in education. In Pragmatics of Accents [Pragmatics & Beyond New Series, 327],  pp. 117 ff. DOI logo
Li, Linghong, Martin Valcke, Bart Dessein, Linda Badan & Christoph Anderl
2021. Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context. Foreign Language Annals 54:2  pp. 525 ff. DOI logo
Liu, Jiang & Seth Wiener
2021. CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning. Chinese as a Second Language Research 10:1  pp. 31 ff. DOI logo
Liu, Jiang & Cheng Xiao
2021. Tone Category Learning Should Serve Tone Word Learning: An Experiment of Integrating Pronunciation Teaching in the L2 Chinese Curriculum. In The Acquisition of Chinese as a Second Language Pronunciation [Prosody, Phonology and Phonetics, ],  pp. 141 ff. DOI logo
Martin, Ines A. & Lieselotte Sippel
2021. Is giving better than receiving?. Journal of Second Language Pronunciation 7:1  pp. 62 ff. DOI logo
Martin, Ines A. & Lieselotte Sippel
2023. Long-term effects of peer and teacher feedback on L2 pronunciation. Journal of Second Language Pronunciation 9:1  pp. 20 ff. DOI logo
Munro, Murray J.
2021. On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition. Frontiers in Communication 6 DOI logo
Munro, Murray J.
2022. Variability in L2 Vowel Production: Different Elicitation Methods Affect Individual Speakers Differently. Frontiers in Psychology 13 DOI logo
Nagle, Charles L.
2021. Assessing the state of the art in longitudinal L2 pronunciation research. Journal of Second Language Pronunciation 7:2  pp. 154 ff. DOI logo
Nguyen, Loc Tan, Bui Phu Hung, Uyen Thi Thuy Duong & Tu Thanh Le
2021. Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education. Frontiers in Psychology 12 DOI logo
Nguyen, Loc Tan & Jonathan Newton
2021. Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study. RELC Journal 52:1  pp. 77 ff. DOI logo
Olson, Daniel J. & Heather M. Offerman
2021. Maximizing the effect of visual feedback for pronunciation instruction. Journal of Second Language Pronunciation 7:1  pp. 89 ff. DOI logo
Pelzl, Eric, Ellen F. Lau, Scott R. Jackson, Taomei Guo & Kira Gor
2021. Behavioral and Neural Responses to Tone Errors in Foreign‐Accented Mandarin. Language Learning 71:2  pp. 414 ff. DOI logo
Rogerson-Revell, Pamela M
2021. Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions. RELC Journal 52:1  pp. 189 ff. DOI logo
Safavi, Setareh
2021. Accent Conversion in Computer-Assisted Pronunciation Training (CAPT). In CALL Theory Applications for Online TESOL Education [Advances in Educational Technologies and Instructional Design, ],  pp. 127 ff. DOI logo
Saito, Kazuya, Yui Suzukida, Mai Tran & Adam Tierney
2021. Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study. Language Learning 71:3  pp. 669 ff. DOI logo
Setter, Jane & Takehiko Makino
2021. Pronunciation Teaching. In The Cambridge Handbook of Phonetics,  pp. 527 ff. DOI logo
Trofimovich, Pavel, Oguzhan Tekin & Kim McDonough
2021. Task engagement and comprehensibility in interaction. Journal of Second Language Pronunciation 7:3  pp. 435 ff. DOI logo
Walesiak, Beata
2021. Chapter 15. Mobile apps for pronunciation training. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 358 ff. DOI logo
Wei, Mei
2021. Linguistic Dimensions of Accentedness, Comprehensibility and Intelligibility: Exploring Listener Effects in American, Moroccan, Turkmen and Chinese Varieties of English. Chinese Journal of Applied Linguistics 44:4  pp. 520 ff. DOI logo
Williams, Meinir & Sarah Cooper
2021. Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales. Languages 6:2  pp. 86 ff. DOI logo
Yang, Chunsheng, Jing Chu, Si Chen & Yi Xu
2021. Effects of Segments, Intonation and Rhythm on the Perception of L2 Accentedness and Comprehensibility. In The Acquisition of Chinese as a Second Language Pronunciation [Prosody, Phonology and Phonetics, ],  pp. 233 ff. DOI logo
Zeinali Nejad, Majid, Mohammad Golshan, Amin Naeimi & Marco Tommasi
2021. The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement. Cogent Psychology 8:1 DOI logo
Červinková Poesová, Kristýna & Klára Lancová
2021. Chapter 5. Cause for optimism. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 92 ff. DOI logo
Červinková Poesová , Kristýna & Klára Lancová
2022. Developing Unbiased Teacher Identity in Pluri-Accent Reality: Research-Based Classroom Activities. Research in Language 20:1  pp. 35 ff. DOI logo
Aksakallı, Canan & Oktay Yağız
2020. The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation. GIST – Education and Learning Research Journal 20  pp. 7 ff. DOI logo
Bassetti, Bene, Paolo Mairano, Jackie Masterson & Tania Cerni
2020. Effects of Orthographic Forms on Second Language Speech Production and Phonological Awareness, With Consideration of Speaker‐Level Predictors. Language Learning 70:4  pp. 1218 ff. DOI logo
Crowther, Dustin
2020. Measuring Phonology. In The Routledge Handbook of Second Language Acquisition and Language Testing,  pp. 243 ff. DOI logo
Crowther, Dustin
2020. Rating L2 speaker comprehensibility on monologic vs. interactive tasks. Journal of Second Language Pronunciation 6:1  pp. 96 ff. DOI logo
Face, Timothy L. & Mandy R. Menke
2020. L2 Acquisition of Spanish VOT by English-Speaking Immigrants in Spain. Studies in Hispanic and Lusophone Linguistics 13:2  pp. 361 ff. DOI logo
French, Leif M., Nancy Gagné & Laura Collins
2020. Long-term effects of intensive instruction on fluency, comprehensibility and accentedness. Journal of Second Language Pronunciation 6:3  pp. 380 ff. DOI logo
French, Leif M., Nancy Gagné & Laura Collins
2022. Long-term effects of intensive instruction on fluency, comprehensibility and accentedness. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121],  pp. 103 ff. DOI logo
Goodwin, Janet
2020. Pronunciation Teaching Methods and Techniques. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Hassanzadeh, Mohammad & Mohammad Javad Salehizadeh
2020. Focus on form options in second language pronunciation instruction: The case of lexical stress. TESOL Journal 11:2 DOI logo
Hodgetts, John
2020. Pronunciation Instruction: Background, Techniques and Relevant Studies. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],  pp. 9 ff. DOI logo
Hodgetts, John
2020. Introduction. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],  pp. 1 ff. DOI logo
Hodgetts, John
2020. Suprasegmental Instruction and Intelligibility. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],  pp. 51 ff. DOI logo
Hodgetts, John
2020. Conclusion and Recommendations for Future Practice. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],  pp. 199 ff. DOI logo
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2020. Results, Analysis, and Discussion. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],  pp. 123 ff. DOI logo
Hodgetts, John
2021. The Implementation of Intelligibility-Based Pronunciation Instruction on a Pre-Sessional Eap Course in the Uk. Research in Language 19:4  pp. 401 ff. DOI logo
Jeong, Hyeseung, Bosse Thorén & Juliana Othman
2020. Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners. Asian Englishes 22:1  pp. 2 ff. DOI logo
Kim, Jeong-eun, Yejin Cho, Youngsun Cho, Yeonjung Hong, Seohyun Kim & Hosung Nam
2020. THE EFFECTS OF L1–L2 PHONOLOGICAL MAPPINGS ON L2 PHONOLOGICAL SENSITIVITY. Studies in Second Language Acquisition 42:5  pp. 1041 ff. DOI logo
Kirkova-Naskova, Anastazija
Kuznetsov, Andrei, Anton Lamtev, Iurii Lezhenin, Artem Zhuikov, Mikhail Maltsev, Elena Boitsova, Natalia Bogach, Evgeny Pyshkin & D. Roy
2020. Cross-Platform Mobile CALL Environment for Pronunciation Teaching and Learning. SHS Web of Conferences 77  pp. 01005 ff. DOI logo
Lacabex, Esther Gomez & Francisco Gallardo-del-Puerto
2020. Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching 58:4  pp. 419 ff. DOI logo
Levis, John
2020. Revisiting the Intelligibility and Nativeness Principles. Journal of Second Language Pronunciation 6:3  pp. 310 ff. DOI logo
Loewen, Shawn
2020. The Acquisition of Pronunciation. In Introduction to Instructed Second Language Acquisition,  pp. 149 ff. DOI logo
Mairano, Paolo & Fabian Santiago
2020. What vocabulary size tells us about pronunciation skills: Issues in assessing L2 learners. Journal of French Language Studies 30:2  pp. 141 ff. DOI logo
MARTIN, INES A.
2020. Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training. The Modern Language Journal 104:2  pp. 457 ff. DOI logo
Nimz, Katharina & Ghada Khattab
2020. On the role of orthography in L2 vowel production: The case of Polish learners of German. Second Language Research 36:4  pp. 623 ff. DOI logo
Saito, Kazuya
2020. Multi‐ or Single‐Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech. Language Learning 70:2  pp. 548 ff. DOI logo
Saito, Kazuya
2021. What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors. TESOL Quarterly 55:3  pp. 866 ff. DOI logo
Saito, Kazuya
2021. Effects of Corrective Feedback on Second Language Pronunciation Development. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 407 ff. DOI logo
Simard, Daphnée, Tatiana Molokopeeva & Yan Qing Zhang
2020. The Contribution of Working Memory to L2 French Pronunciation among Adult Language Learners. The Canadian Modern Language Review 76:1  pp. 50 ff. DOI logo
Smirnova Henriques, Anna, Thaiza Barros & Sandra Madureira
2020. Proficiência oral em Português Brasileiro: cenário, contextos de avaliação e de instrução e questionamentos. Revista da ABRALIN  pp. 775 ff. DOI logo
Suzuki, Shungo & Judit Kormos
2020. LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH. Studies in Second Language Acquisition 42:1  pp. 143 ff. DOI logo
Tareva, Elena & Tatiana Polushkina
2020. Discourse-Based Approach to Practicing L2 Prosody in a Workplace Communication Course. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ],  pp. 226 ff. DOI logo
Taylor Reid, Kym, Mary Grantham O’Brien, Pavel Trofimovich & Allison Bajt
2020. Testing the malleability of teachers’ judgments of second language speech. Journal of Second Language Pronunciation 6:2  pp. 236 ff. DOI logo
Tergujeff, Elina, Mikko Kuronen & Maria Kautonen
2020. Kazoo training for L2 pronunciation practice and reduced foreign accentedness?. Innovation in Language Learning and Teaching 14:3  pp. 290 ff. DOI logo
Thir, Veronika
2020. International intelligibility revisited. Journal of Second Language Pronunciation 6:3  pp. 458 ff. DOI logo
Thir, Veronika
2022. International intelligibility revisited. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121],  pp. 181 ff. DOI logo
Thorén, Bosse & Hyeseung Jeong
2020. Evaluating two ways for marking Swedish phonological length in written text. Journal of Second Language Pronunciation 6:2  pp. 180 ff. DOI logo
Trofimovich, Pavel, Charles L. Nagle, Mary Grantham O’Brien, Sara Kennedy, Kym Taylor Reid & Lauren Strachan
2020. Second language comprehensibility as a dynamic construct. Journal of Second Language Pronunciation 6:3  pp. 430 ff. DOI logo
Trofimovich, Pavel, Charles L. Nagle, Mary Grantham O’Brien, Sara Kennedy, Kym Taylor Reid & Lauren Strachan
2022. Second language comprehensibility as a dynamic construct. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121],  pp. 153 ff. DOI logo
Uchida, Yoko & Junko Sugimoto
2020. Non‐native English teachers' confidence in their own pronunciation and attitudes towards teaching: A questionnaire survey in Japan. International Journal of Applied Linguistics 30:1  pp. 19 ff. DOI logo
Veroňková, Jitka & Tomáš Bořil
2020. Phonological Length of L2 Czech Speakers’ Vowels in Ambiguous Contexts as Perceived by L1 Listeners. In Speech and Computer [Lecture Notes in Computer Science, 12335],  pp. 624 ff. DOI logo
Abel, Clémentine
2019. Kohärenz in der Fortbildung von Fremdsprachenlehrkräften – Lernzuwachs durch theoretisch-praktische Interventionen. In Kohärenz in der Lehrerbildung,  pp. 299 ff. DOI logo
Alves, Ubiratã Kickhöfel , Luciene Bassols Brisolara, Leonardo Cláudio Da Rosa & Ana Carolina Signor Buske
2019. Efeitos da duração do vozeamento da fricativa [z] na identificação por brasileiros, de pares mínimos produzidos por hispânicos. Insumos para a discussão sobre inteligibilidade de fala estrangeira. Diacrítica 32:2  pp. 437 ff. DOI logo
Appel, Randy, Pavel Trofimovich, Kazuya Saito, Talia Isaacs & Stuart Webb
2019. Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. ITL - International Journal of Applied Linguistics 170:1  pp. 24 ff. DOI logo
Belletti, Thais de Freitas Mondini
2019. O conceito de 'jeitinho brasileiro' no âmbito do ensino de português LE/L2. Para além dos lugares-comuns. Diacrítica 32:2  pp. 437 ff. DOI logo
Camus, Pablo
2019. The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops. Instructed Second Language Acquisition 3:1  pp. 81 ff. DOI logo
Crowther, Dustin & Susan M. Gass
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Dai, David Wei & Carsten Roever
2019. Including L2-English Varieties in Listening Tests for Adolescent ESL Learners: L1 Effects and Learner Perceptions. Language Assessment Quarterly 16:1  pp. 64 ff. DOI logo
Derwing, Tracey M. & Ronald I. Thomson
2019. Reflections on the Development of L2 Pronunciation Research in Canada. The Canadian Modern Language Review 75:4  pp. 329 ff. DOI logo
Didelot, Marion
2019. La hiérarchisation des accents en français, entre représentations et réalité : étude de perception d’accents natifs et non natifs en Suisse romande. Minorités linguistiques et société :12  pp. 101 ff. DOI logo
Eger, Nikola Anna & Eva Reinisch
2019. THE ROLE OF ACOUSTIC CUES AND LISTENER PROFICIENCY IN THE PERCEPTION OF ACCENT IN NONNATIVE SOUNDS. Studies in Second Language Acquisition 41:1  pp. 179 ff. DOI logo
Gilbert, Judy B.
2019. An informal account of how I learned about English rhythm. TESOL Journal 10:3 DOI logo
Huensch, Amanda
2019. John Murphy (Ed.). (2017). Teaching the pronunciation of English: Focus on whole courses . Journal of Second Language Pronunciation 5:1  pp. 176 ff. DOI logo
Huensch, Amanda
2019. The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses. Foreign Language Annals 52:1  pp. 13 ff. DOI logo
Huensch, Amanda
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Isbell, Daniel R., Ok-Sook Park & Kyujin Lee
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2018. Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing 35:2  pp. 193 ff. DOI logo
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2018. Seeing how people hear you: French learners experiencing intelligibility through automatic speech recognition. Foreign Language Annals 51:3  pp. 617 ff. DOI logo
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2018. Motivation, Comprehensibility, and Accentedness in L2 Spanish: Investigating Motivation as a Time‐Varying Predictor of Pronunciation Development. The Modern Language Journal 102:1  pp. 199 ff. DOI logo
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2018. Self‐Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning. Language Learning 68:1  pp. 83 ff. DOI logo
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2018. Chapter 9. The Mirroring Project. In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 197 ff. DOI logo
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2018. Dodson’s classroom experiments in pronunciation. Journal of Second Language Pronunciation 4:1  pp. 154 ff. DOI logo
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2018. High Variability [Pronunciation] Training (HVPT). Journal of Second Language Pronunciation 4:2  pp. 208 ff. DOI logo
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2022. Perception in Pronunciation Training. In Second Language Pronunciation,  pp. 42 ff. DOI logo
Van den Doel, Rias, Anne-France C. H. Pinget & Hugo Quené
2018. Non-Native Attitudes to /θ/ and /ð/: A European Case Study. Research in Language 16:4  pp. 407 ff. DOI logo
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2018. Technology for Teaching Pronunciation. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
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2018. Struggling to Become Non-Hong-Kong-Like: The Necessity and Effectiveness of Training Hong Kong Youngsters’ Perception and Production of General American English Vowel Contrasts. In Cultural Conflict in Hong Kong,  pp. 281 ff. DOI logo
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2017. Linguistic Dimensions of Accentedness and Comprehensibility: Exploring Task and Listener Effects in Second Language French. Foreign Language Annals 50:3  pp. 547 ff. DOI logo
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2017. Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. The Modern Language Journal 101:1  pp. 128 ff. DOI logo
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2017. Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues. TESOL Quarterly 51:4  pp. 820 ff. DOI logo
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2021. Teacher cognition of pronunciation teaching. Journal of Second Language Pronunciation 7:2  pp. 212 ff. DOI logo
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2017. Pronunciation assessment. Language Teaching 50:3  pp. 347 ff. DOI logo
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2017. Olika fonetiska drags relativa betydelse för upplevd inföddlikhet i svenska. Nordand 12:2  pp. 134 ff. DOI logo
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2023. A closer look at the Supra Tutor’s prosody lessons and the pedagogical and technological rationale behind them. Journal of Second Language Pronunciation 9:3  pp. 350 ff. DOI logo
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2017. PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS. Studies in Second Language Acquisition 39:2  pp. 225 ff. DOI logo
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2017. Phonological development in two-way bilingual immersion. Journal of Second Language Pronunciation 3:1  pp. 80 ff. DOI logo
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2  pp. 381 ff. DOI logo
Paillereau, Nikola, C. Granget, M.-A. Dat, D. Guedat-Bittighoffer & C. Cuet
2017. Maîtrise phonétique du français langue étrangère chez les enseignants non-natifs : Décalage entre connaissances théoriques et prononciation effective. SHS Web of Conferences 38  pp. 00011 ff. DOI logo
Saito, Kazuya & Yuka Akiyama
2017. Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation 3:2  pp. 199 ff. DOI logo
Solon, Megan, Avizia Y. Long & Laura Gurzynski-Weiss
2017. TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS. Studies in Second Language Acquisition 39:2  pp. 347 ff. DOI logo
Trouvain, Jürgen, Frank Zimmerer, Bernd Möbius, Mária Gósy & Anne Bonneau
2017. Segmental, prosodic and fluency features in phonetic learner corpora. International Journal of Learner Corpus Research 3:2  pp. 105 ff. DOI logo
Burston, Jack, Olga Georgiadou & Monique Monville-Burston
2016. Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language. In CALL communities and culture – short papers from EUROCALL 2016,  pp. 74 ff. DOI logo
Crowther, Dustin, Pavel Trofimovich & Talia Isaacs
2016. Linguistic dimensions of second language accent and comprehensibility. Journal of Second Language Pronunciation 2:2  pp. 160 ff. DOI logo
Isaacs, Talia, Daniel Hunt, Danielle Ward, Leila Rooshenas & Louisa Edwards
2016. The Inclusion of Ethnic Minority Patients and the Role of Language in Telehealth Trials for Type 2 Diabetes: A Systematic Review. Journal of Medical Internet Research 18:9  pp. e256 ff. DOI logo
Lee, Andrew H. & Roy Lyster
2016. Effects of Different Types of Corrective Feedback on Receptive Skills in a Second Language: A Speech Perception Training Study. Language Learning 66:4  pp. 809 ff. DOI logo
LEE, ANDREW H. & ROY LYSTER
2017. Can corrective feedback on second language speech perception errors affect production accuracy?. Applied Psycholinguistics 38:2  pp. 371 ff. DOI logo
Levis, John M., Sinem Sonsaat, Stephanie Link & Taylor Anne Barriuso
2016. Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance. TESOL Quarterly 50:4  pp. 894 ff. DOI logo
Alghazo, Sharif
2015. The role of curriculum design and teaching materials in pronunciation learning. Research in Language 13:3  pp. 316 ff. DOI logo
[no author supplied]
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This list is based on CrossRef data as of 24 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

FOR000000: FOREIGN LANGUAGE STUDY / General
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ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2015005095 | Marc record