List of figures
4.1
Attitudes towards the importance of pronunciation
70
4.2
Teachers’ responses about training in pronunciation pedagogy
72
4.3
Sample exercise focusing on segmentals in the croatian elementary school
textbook
Way to Go 2 (Anić, 2001,
p. 41)
81
4.4
Sample exercise focusing on suprasegmentals in the Croatian elementary school
textbook
Hello World! 5 (Kirin, et al., 2018, p. 45)
82
5.1
Reactions to statements 33 and 35
100
5.2
Reactions to statements 36 and 39
101
5.3
Reactions to statements 34, 37 and 38
102
5.4
Reactions to statements 40 and 41
102
5.5
Responses to question 42
103
6.1
Frequency of summative assessment of pronunciation
130
6.2
Frequency of formative assessment of pronunciation
130
6.3
Distribution of responses to Q7 inquiring about the influence of SA and FA on
students’ success in learning English (
N = 106)
134
8.1
Interlinear tonetic transcription
178
8.2
Tonal distribution (fall, rise, fall-rise) of final (#) and non-final (non#)
intonation units
182
8.3
Number of occurrences of tones in final (#) and non-final (non#) intonation
units
183
8.4
Number of tones on final Intonation Units (IUs) per speaker
184
8.5
Number of tones on non-final Intonation Units (IUs) per speaker
184
8.6
First sentence of the English text T10 by a native english speaker: Can you
give me a list of the restaurants / in the neighbourhood?/
186
8.7
First sentence of the English text T10 by a French learner of English (B
Level): Can you give me / a list / of the restaurants / in the
neighbourhood?/
187
8.8
First sentence of the French text T10 by a Native French speaker: Est-ce que
vous pourriez / me donner la liste / des restaurants / de mon quartier
?/
187
8.9
HCRC Map n°4
189
9.1
The stages of the IP-CAFES project
199
9.2
Types of recordings collected for each country
208
9.3
Example of an annotated text for pronunciation work in speaker
training
213
9.4
Example of a split dictation focusing on lexical stress in listener training
(A2–B2)
214
10.1
Corrective feedback by focus type
233
10.2
Communication breakdowns by trigger type
235
10.3
Triggers of pronunciation corrective feedback (CF, 44 tokens) and
pronunciation-induced communication breakdowns (CB, 10 tokens)
239
11.1
Consonant cluster types and pronunciation modification strategies
265
11.2
Modification strategies for “Stop+/l/” and “Stop+/r/” Clusters
266
11.3
Modification strategies for /fl/, /fr/ and /sl/ Clusters
267
12.1
Frequency distribution of vowel reduction per strong vowels in target
words
291
13.1
Spectrograms and melodic patterns in february and may recordings for speaker
E-M1 (Experimental Group)
317
13.2
Spectrograms and melodic patterns in february and may recordings for speaker
E-M2 (Experimental Group)
317
13.3
Spectrogram and melodic patterns in the may recording for speaker C-M1
(Control Group)
318
13.4
Spectrograms and melodic patterns in february and may recordings for speaker
E-F1 (Experimental Group)
318
13.5
Proportion of melodic suppression (a) and linking (b) in the experimental and
control groups in february and may recordings
319
14.1
The identification training task interface
335
14.2
Distribution of testing and training tasks
337
14.3
Spectral distance scores by training group, testing time and vowel
342
14.4
Student A (left) and Student B (right) Maps
346
14.5
Task-Based pronunciation task about the elaboration of an invented
recipe
347
15.1
Mobile app user engagement (R_engagement) for the selected mobile
pronunciation apps in post-training and delayed questionnaires
373
15.2
Mobile app user retention (R_retention) for the selected mobile pronunciation
apps in post-training and delayed questionnaires
375