Pronunciation Fundamentals

Evidence-based perspectives for L2 teaching and research

Tracey M. Derwing | University of Alberta

Murray J. Munro | Simon Fraser University

Hardbound – Available

ISBN 9789027213266 | EUR 95.00 | USD 143.00

Paperback – Available

ISBN 9789027213273 | EUR 33.00 | USD 49.95

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ISBN 9789027268594 | EUR 95.00/33.00*
| USD 143.00/49.95*

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

https://doi.org/10.1075/lllt.42

Table of Contents

Foreword | pp. xi–xii

Acknowledgements | pp. xiii–xiv

Chapter 1. Key concepts | pp. 1–12

Chapter 2. Historical overview of pronunciation | pp. 13–28

Chapter 3. A pedagogical perspective on L2 phonetic acquisition | pp. 29–54

Chapter 4. Pronunciation errors and error gravity | pp. 55–76

Chapter 5. Pronunciation instruction research | pp. 77–108

Chapter 6. Assessment of L2 pronunciation | pp. 109–120

Chapter 7. Technology in L2 pronunciation instruction | pp. 121–130

Chapter 8. Social aspects of accent | pp. 131–152

Chapter 9. The ethics of second language accent reduction | pp. 153–166

Chapter 10. Future directions | pp. 167–174

Glossary | pp. 175–182

References | pp. 183–202

Subject Index | pp. 203–204

Author Index | pp. 205–208

“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.”

Patsy Lightbown, Concordia University, Montreal

“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.”

John M. Levis, Iowa State University

“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.”

Pavel Trofimovich, Concordia University, Montreal

“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.”

Talia Isaacs, Bristol University, in IATEFL PronSIG 54, 2016

“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.”

Ewa Waniek-Klimczak, University of Lodz, in SSLLT 6(2): 345-348, 2016

“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.”

Isabelle Darcy, Indiana University, in Journal of Second Language Pronunciation 2(2): 285-288

“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.”

Jane Setter, University of Reading, in Applied Linguistics, 2016

“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.”

Sharif Alghazo, University of Jordan, in Australian Review of Applied Lingusitics 40:1, (2017), pag 96-100

“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.”

Paul Tench, Cardiff University, in Journal of the International Phonetic Association 2018

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2022. Pronunciation Assessment. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.

Hudson, Toby, Jane Setter & Peggy Mok

2022. English intonation in storytelling. English World-Wide. A Journal of Varieties of English 43:3 ► pp. 357 ff.

Isbell, Daniel R. & Junkyu Lee

2022. Self‐Assessment of Comprehensibility and Accentedness in Second Language Korean. Language Learning 72:3 ► pp. 806 ff.

Isbell, Daniel R. & Mari Sakai

2022. Pronunciation Assessment in Classroom Contexts. In Second Language Pronunciation, ► pp. 194 ff.

Jeong, Hyeseung, Stephanie Lindemann & Julia Forsberg

2022. English Phonology in a Globalized World: Challenging Native Speakerism through Listener Training in Universities in Sweden and the US. Recherches anglaises et nord-américaines :55 ► pp. 135 ff.

Kochem, Tim & John Levis

2022. Evolving Teaching Practices of Pre-service Language Teachers in L2 Pronunciation: A Case Study. Recherches anglaises et nord-américaines :55 ► pp. 156 ff.

Kühnert, Barbara & Claire Pillot-Loiseau

2022. Teaching Pronunciation with Direct Visual Articulatory Feedback: Pedagogical Considerations for the Use of Ultrasound in the Classroom. Recherches anglaises et nord-américaines :55 ► pp. 9 ff.

Lan, En-Minh

2022. A comparative study of computer and mobile-assisted pronunciation training: The case of university students in Taiwan. Education and Information Technologies 27:2 ► pp. 1559 ff.

LASCOTTE, DARREN K. & ELAINE TARONE

2022. Channeling Voices to Improve L2 English Intelligibility. The Modern Language Journal 106:4 ► pp. 744 ff.

Lee, Andrew H.

2022. Revisiting the role of age in second language speech acquisition. Journal of Second Language Pronunciation 8:2 ► pp. 248 ff.

Martin, Ines A. & Solène Inceoglu

2022. The Laboratory, the Classroom, and Online. In Second Language Pronunciation, ► pp. 254 ff.

Meritan, Camille

2022. Integrating online pronunciation instruction: The case of learners of French. Foreign Language Annals 55:3 ► pp. 877 ff.

Meritan, Camille

2022. The longitudinal impact of self-reflection and integrated pronunciation instruction on L2 French learners’ production of /y/ and /u/. Journal of Second Language Pronunciation 8:1 ► pp. 116 ff.

Mora, Joan C.

2022. Accentedness and Comprehensibility in Non-native Listeners’ Perception of L2 Speech. In Theoretical and Practical Developments in English Speech Assessment, Research, and Training [Second Language Learning and Teaching, ], ► pp. 109 ff.

Nagle, Charles L. & Melissa M. Baese-Berk

2022. ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES. Studies in Second Language Acquisition 44:2 ► pp. 580 ff.

Neal, Robert

2022. How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility?. Chinese as a Second Language Research 11:2 ► pp. 233 ff.

O'Brien, Mary Grantham

2022. Making the Teaching of Suprasegmentals Accessible. In Second Language Pronunciation, ► pp. 85 ff.

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.

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.

Phuong, Thi Thanh Huyen

2022. Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice. Sage Open 12:3

Sadeghi, Karim

2022. Teaching Pronunciation and SLA: An Interview with Tracey Derwing. In Talking About Second Language Acquisition, ► pp. 73 ff.

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.

Sardegna, Veronica G.

2022. Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching 55:3 ► pp. 363 ff.

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.

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.

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.

Sippel, Lieselotte

2022. Review of Levis, Derwing & Sonsaat-Hegelheimer (2022): Second language pronunciation: Bridging the gap between research and teaching. Journal of Second Language Pronunciation 8:3 ► pp. 453 ff.

Sonsaat‐Hegelheimer, Sinem & Shannon McCrocklin

2022. Research‐informed Materials for Pronunciation Teaching. In Second Language Pronunciation, ► pp. 293 ff.

Tanner, Mark & Lynn Henrichsen

2022. Pronunciation in Varied Teaching and Learning Contexts. In Second Language Pronunciation, ► pp. 215 ff.

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.

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.

Tergujeff, Elina

2022. Pronunciation Teaching in EFL K–12 Settings . In Second Language Pronunciation, ► pp. 235 ff.

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.

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.

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.

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.

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.

Veroňková, Jitka

2022. Míra cizineckého přízvuku v češtině polských mluvčích. Bohemistyka :3 ► pp. 463 ff.

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.

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.

Angelovska, Tanja

2021. Chapter 3. When a psycholinguist enters the multilingual classroom. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 40 ff.

Baran-Lucarz, Malgorzata

2021. Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 120 ff.

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.

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.

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

Cho, Minyoung

2021. REGULATORY FIT EFFECTS ON THE ACQUISITION OF LEXICAL STRESS. Studies in Second Language Acquisition 43:5 ► pp. 1094 ff.

Colantoni, Laura, Paola Escudero, Victoria Marrero-Aguiar & Jeffrey Steele

2021. Evidence-Based Design Principles for Spanish Pronunciation Teaching. Frontiers in Communication 6

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.

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.

Darcy, Isabelle, Brian Rocca & Zoie Hancock

2021. A Window into the Classroom: How Teachers Integrate Pronunciation Instruction. RELC Journal 52:1 ► pp. 110 ff.

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.

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.

Gordon, Joshua

2021. Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention. RELC Journal 52:1 ► pp. 94 ff.

Gordon, Joshua

2022. Making the Teaching of Segmentals Purposeful. In Second Language Pronunciation, ► pp. 61 ff.

Gordon, Joshua

2023. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3 ► pp. 718 ff.

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.

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.

Immonen, Katja

2021. Review of Tergujeff & Kautonen (2019): Suullinen kielitaito – Opi, opeta, arvioi. Journal of Second Language Pronunciation 7:1 ► pp. 116 ff.

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.

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.

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

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.

Kostromitina, Maria & Okim Kang

2021. The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development. Frontiers in Communication 6

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.

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.

Levis, John M.

2017. Evidence-based pronunciation teaching. Journal of Second Language Pronunciation 3:1 ► pp. 1 ff.

Levis, John M.

2018. Intelligibility, Oral Communication, and the Teaching of Pronunciation,

Levis, John M.

2018. Precision and imprecision in second language pronunciation. Journal of Second Language Pronunciation 4:1 ► pp. 1 ff.

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.

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.

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.

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.

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.

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.

Martin, Ines A. & Lieselotte Sippel

2021. Is giving better than receiving?. Journal of Second Language Pronunciation 7:1 ► pp. 62 ff.

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.

Munro, Murray J.

2021. On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition. Frontiers in Communication 6

Munro, Murray J.

2022. Variability in L2 Vowel Production: Different Elicitation Methods Affect Individual Speakers Differently. Frontiers in Psychology 13

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.

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

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.

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.

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.

Rogerson-Revell, Pamela M

2021. Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions. RELC Journal 52:1 ► pp. 189 ff.

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.

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.

Setter, Jane & Takehiko Makino

2021. Pronunciation Teaching. In The Cambridge Handbook of Phonetics, ► pp. 527 ff.

Shin, Sun-Young, Senyung Lee & Ryan Lidster

2021. Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level. Language Testing 38:4 ► pp. 580 ff.

Trofimovich, Pavel, Oguzhan Tekin & Kim McDonough

2021. Task engagement and comprehensibility in interaction. Journal of Second Language Pronunciation 7:3 ► pp. 435 ff.

Walesiak, Beata

2021. Chapter 15. Mobile apps for pronunciation training. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 358 ff.

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.

Williams, Meinir & Sarah Cooper

2021. Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales. Languages 6:2 ► pp. 86 ff.

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.

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

Červinková Poesová, Kristýna & Klára Lancová

2021. Chapter 5. Cause for optimism. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 92 ff.

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.

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.

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.

Crowther, Dustin

2020. Measuring Phonology. In The Routledge Handbook of Second Language Acquisition and Language Testing, ► pp. 243 ff.

Crowther, Dustin

2020. Rating L2 speaker comprehensibility on monologic vs. interactive tasks. Journal of Second Language Pronunciation 6:1 ► pp. 96 ff.

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.

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.

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.

Goodwin, Janet

2020. Pronunciation Teaching Methods and Techniques. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.

Hassanzadeh, Mohammad & Mohammad Javad Salehizadeh

2020. Focus on form options in second language pronunciation instruction: The case of lexical stress. TESOL Journal 11:2

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.

Hodgetts, John

2020. Introduction. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 1 ff.

Hodgetts, John

2020. Suprasegmental Instruction and Intelligibility. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 51 ff.

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.

Hodgetts, John

2020. Results, Analysis, and Discussion. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 123 ff.

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.

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.

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.

Kirkova-Naskova, Anastazija

2020. Review of Pennington & Rogerson-Revell (2019): English Pronunciation Teaching and Research: Contemporary Perspectives. Journal of Second Language Pronunciation 6:2 ► pp. 265 ff.

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.

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.

Levis, John

2020. Revisiting the Intelligibility and Nativeness Principles. Journal of Second Language Pronunciation 6:3 ► pp. 310 ff.

Loewen, Shawn

2020. The Acquisition of Pronunciation. In Introduction to Instructed Second Language Acquisition, ► pp. 149 ff.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Thir, Veronika

2020. International intelligibility revisited. Journal of Second Language Pronunciation 6:3 ► pp. 458 ff.

Thir, Veronika

2022. International intelligibility revisited. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121], ► pp. 181 ff.

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.

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.

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.

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.

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.

Abel, Clémentine

2019. Kohärenz in der Fortbildung von Fremdsprachenlehrkräften – Lernzuwachs durch theoretisch-praktische Interventionen. In Kohärenz in der Lehrerbildung, ► pp. 299 ff.

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.

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.

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.

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.

Crowther, Dustin & Susan M. Gass

2019. Speaking. In The Cambridge Handbook of Language Learning, ► pp. 258 ff.

Dai, David Wei & Carsten Roever

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