Article published In:
Journal of Second Language Pronunciation
Vol. 5:2 (2019) ► pp.223246
References (53)
Bergeron, A., & Trofimovich, P.
(2017) Linguistic dimensions of accentedness and comprehensibility: Exploring task and listener effects in second language French. Foreign Language Annals, 50(3), 547–566. DOI logoGoogle Scholar
Blake, R. J.
(2013) Brave new digital classrooms: Technology and foreign-language learning (2nd ed.). Washington D.C: Georgetown University Press.Google Scholar
Boersma, P., & Weenink, D.
(2011) Praat: doing phonetics by computer (Version 5.2.19) [Computer software]. Retrieved from [URL].
Clark, H. H., & Fox Tree, J. E.
(2002) Using uh and um in spontaneous speaking. Cognition, 84(1), 73–111. DOI logoGoogle Scholar
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K.
(2015) Does a speaking task affect second language comprehensibility? Modern Language Journal, 99(1), 80–95. DOI logoGoogle Scholar
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T.
(2018) Linguistic dimensions of L2 accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40(2), 443–457. DOI logoGoogle Scholar
Derwing, T. M.
(2003) What do ESL students say about their accents? Canadian Modern Language Review, 59(4), 547–567. DOI logoGoogle Scholar
Derwing, T. M., & Munro, M. J.
(1997) Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition, 201, 1–16. DOI logoGoogle Scholar
Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I.
(2004) Second language fluency: Judgements on different tasks. Language Learning, 54(4), 655–679. DOI logoGoogle Scholar
Ducate, L., & Lomicka, L.
(2013) Going mobile: Language learning with an iPod touch in intermediate French and German classes. Foreign Language Annals, 46(3), 445–468. DOI logoGoogle Scholar
Ejzenberg, R.
(2000) The juggling act of oral fluency: A psycho-sociolinguistic metaphor. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 287–313). Ann Arbor, MI: The University of Michigan Press.Google Scholar
Eskenazi, M.
(1999) Using a computer in foreign language pronunciation training: What advantages? CALICO Journal, 16(3), 447–470.Google Scholar
Flege, J. E., Munro, M. J., & MacKay, I. R. A.
(1995) Factors affecting strength of perceived foreign accent in a second language. The Journal of the Acoustical Society of America, 97(5), 3125–3134. DOI logoGoogle Scholar
Freed, B. F.
(1995) What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123–148). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Goertler, S.
(2011) Blended and open/online learning: Adapting to a changing world of language teaching. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 471–502). San Marcos, TX: CALICO.Google Scholar
Hardison, D. M.
(2004) Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology, 8(1), 34–52.Google Scholar
Harnois-Delpiano, M., Cavalla, C., & Chevrot, J. -P.
(2012) L’acquisition de la liaison en L2 : Etude longitudinale chez des apprenants coréens de FLE et comparaison avec enfants francophones natifs. SHS Web of Conferences, 11, 1575–1589. DOI logoGoogle Scholar
Hirata, Y.
(2004) Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17, 357–376.Google Scholar
Inceoglu, S.
(2016) Effects of perceptual training on second language vowel perception and production. Applied Psycholinguistics, 37(5), 1175–1199. DOI logoGoogle Scholar
Kahng, J.
(2014) Exploring utterance and cognitive fluency of L1 and L2 English speakers: Temporal measures and stimulated recall. Language Learning, 64(4), 809–854. DOI logoGoogle Scholar
Kennedy, S., Blanchet, J., & Trofimovich, P.
(2014) Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79–96. DOI logoGoogle Scholar
Knoerr, H.
(2000) Pratique intonative et utilisation d’un logiciel de visualisation dans un cours de prononciation en français langue seconde : une étude descriptive. The Canadian Journal of Applied Linguistics, 31, 123–140.Google Scholar
Kormos, J., & Dénes, M.
(2004) Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145–164. DOI logoGoogle Scholar
Lappin-Fortin, K., & Rye, B. J.
(2014) The use of pre-/posttest and self-assessment tools in a French pronunciation course. Foreign Language Annals, 47(2), 300–320. DOI logoGoogle Scholar
Lee, J., Jang, J., & Plonsky, L.
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 3(1), 345–366. DOI logoGoogle Scholar
Lennon, P.
(1990) Investigating fluency in EFL: A quantitative approach. Language Learning, 401, 387–417. DOI logoGoogle Scholar
Levis, J. M.
(2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. DOI logoGoogle Scholar
Levy, E. S., & Law, F. F.
(2010) Production of French vowels by American-English learners of French: Language experience, consonantal context, and the perception-production relationship. The Journal of the Acoustical Society of America, 128(3), 1290–305. DOI logoGoogle Scholar
Liakin, D., Cardoso, W., & Liakina, N.
(2015) Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1–25. DOI logoGoogle Scholar
(2017) The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3–4), 348–365.Google Scholar
Lord, G.
(2005) (How) Can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88(3), 557–567. DOI logoGoogle Scholar
(2008) Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364–379. DOI logoGoogle Scholar
Miller, J. S.
(2012) Teaching French pronunciation with phonetics in college-level beginner French course. The NECTFL Review, (69), 47–68.Google Scholar
Munro, M. J., & Derwing, T. M.
(1995) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. DOI logoGoogle Scholar
Neri, A., Mich, O., Gerosa, M., & Giuliani, D.
(2008) The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393–408. DOI logoGoogle Scholar
Online Learning Consortium
(2016) Retrieved December 21, 2017, from [URL]
Préfontaine, Y., & Kormos, J.
(2015) The relationship between task difficulty and second language fluency in French: A mixed methods approach. Modern Language Journal, 99(1), 96–112. DOI logoGoogle Scholar
Préfontaine, Y., Kormos, J., & Johnson, D. E.
(2016) How do utterance measures predict raters’ perceptions of fluency in French as a second language? Language Testing, 33(1), 53–73. DOI logoGoogle Scholar
Racine, I., & Detey, S.
(2017) Pour un renouvellement de l’enseignement de la liaison en FLE au regard des corpus : Défis d’apprentissage et usages contemporains. Journal of French Language Studies, 27(01), 87–99. DOI logoGoogle Scholar
Révész, A., Ekiert, M., & Torgersen, E. N.
(2014) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37(6), 828–848.Google Scholar
Riggenbach, H.
(1991) Toward an understanding of fluency: A microanalysis of non-native speaker conversations. Discourse Processes, 141, 423–441. DOI logoGoogle Scholar
Rossiter, M. J.
(2009) Perceptions of L2 fluency by native and non-native speakers of English. Canadian Modern Language Review, 65(3), 395–412. DOI logoGoogle Scholar
Saito, K.
(2012) Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. DOI logoGoogle Scholar
Saito, K., Trofimovich, P., & Isaacs, T.
(2015) Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 351, 1–24.Google Scholar
Sanders, R. F.
(2005) Redesigning introductory Spanish: Increased enrollment, online management, cost reduction, and effects on student learning. Foreign Language Annals, 38(4), 523–532. DOI logoGoogle Scholar
Sturm, J. L.
(2013a) Explicit phonetics instruction in L2 French: A global analysis of improvement. System, 41(3), 654–662. DOI logoGoogle Scholar
(2013b) Liaison in L2 French: The effects of instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 157–166). Ames, IA: Iowa State University.Google Scholar
Tanner, M. W., & Landon, M. M.
(2009) The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13(3), 51–65.Google Scholar
Thomson, R. I., & Derwing, T. M.
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. DOI logoGoogle Scholar
Towell, R., Hawkins, R., & Bazergui, N.
(1996) The development of fluency in advanced learners of French. Applied Linguistics, 171, 84–119. DOI logoGoogle Scholar
Trofimovich, P., & Isaacs, T.
(2012) Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 15(04), 905–916. DOI logoGoogle Scholar
Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H.
(2009) Comprehension-based practice: The development of L2 pronunciation in a listening and reading program. Studies in Second Language Acquisition, 31(4), 609–639. DOI logoGoogle Scholar
Violin-Wigent, A.
(2014) Comparing online versus face-to-face classes: A case study of a French pronunciation class. In J. Levis & S. McCrocklin (Eds.), Proceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference (pp. 45–57). Ames, IA: Iowa State University.Google Scholar
Cited by (6)

Cited by 6 other publications

Mahmood, Rizgar Qasim
2024. EFL Learners' Perspectives on Online Pronunciation Instruction. In Teacher and Student Perspectives on Bilingual and Multilingual Education [Advances in Educational Technologies and Instructional Design, ],  pp. 1 ff. DOI logo
Martin, Ines A. & Solène Inceoglu
2022. The Laboratory, the Classroom, and Online. In Second Language Pronunciation,  pp. 254 ff. DOI logo
Meritan, Camille
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
Derwing, Tracey M., Erin Waugh & Murray J. Munro
2021. Pragmatically speaking. Applied Pragmatics 3:2  pp. 107 ff. DOI logo
Inceoglu, Solène
2021. Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes. Language Awareness 30:4  pp. 336 ff. DOI logo

This list is based on CrossRef data as of 5 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.