Article published In:
Journal of Second Language Pronunciation
Vol. 4:2 (2018) ► pp.260278
Alameen, G.
(2014) The effectiveness of linking instruction on NNS speech perception and production. (Doctoral dissertation, Iowa State University.)Google Scholar
Anderson-Hsieh, J.
(1992) Using electronic feedback to teach suprasegmentals. System 20, 51–62. DOI logoGoogle Scholar
Aryal, S., & Gutierrez-Osuna, R.
(2014, May). Can voice conversion be used to reduce non-native accents?. In Acoustics, Speech and Signal Processing (ICASSP), 2014 IEEE International Conference on (pp. 7879–7883). IEEE. DOI logoGoogle Scholar
Avery, P. & Ehrlich, S.
(1992) Teaching American English pronunciation. Oxford University Press.Google Scholar
Barriuso, T. A., & Hayes-Harb, R.
(2018) High Variability Phonetic Training as a bridge from research to practice. CATESOL Journal, 30(1), 177–194.Google Scholar
Best, C. T., & Tyler, M. D.
(2007) Nonnative and second-language speech perception: Commonalities and complementarities. In O. Bohn & M. J. Munro (Eds.), Language experience in second language speech learning: In honor of James Emil Flege (pp. 1–47). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Bliss, H., Abel, J., & Gick, B.
(2018) Computer-assisted visual articulation feedback in L2 pronunciation instruction. Journal of Second Language Pronunciation, 4(1), 129–153. DOI logoGoogle Scholar
Bradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. I.
(1999) Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61(5), 977–985. DOI logoGoogle Scholar
Breitkreutz, J., Derwing, T. M., & Rossiter, M. J.
(2001) Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51–61. DOI logoGoogle Scholar
Brown, A.
(1988) Functional load and the teaching of pronunciation. TESOL Quarterly, 22(4), 593–606. DOI logoGoogle Scholar
Burgess, J., & Spencer, S.
(2000) Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. DOI logoGoogle Scholar
Burgos, P., Cucchiarini, C., van Hout, R. W. N. M., & Strik, H.
(2013) Pronunciation errors by Spanish learners of Dutch: A data-driven study for ASR-based pronunciation training.Google Scholar
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M.
(1996) Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.Google Scholar
Chun, D. M.
(1989) Teaching tone and intonation with microcomputers. CALICO Journal, 7(1), 21–46.Google Scholar
Chun, D. M., Jiang, Y., Meyr, J., & Yang, R.
(2015) Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations. Journal of Second Language Pronunciation, 1(1), 86–114. DOI logoGoogle Scholar
Coniam, D.
(2002) Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness, 11(1), 30–42. DOI logoGoogle Scholar
Dalton, C., & Seidlhofer, B.
(1994) Pronunciation. Oxford University Press.Google Scholar
De Bot, K.
(1983) Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26(4), 331–350. DOI logoGoogle Scholar
Derwing, T. M., Munro, M. J., & Carbonaro, M.
(2000) Does popular speech recognition software work with ESL speech?. TESOL Quarterly, 34(3), 592–603. DOI logoGoogle Scholar
Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J.
(2014) Opening the window on comprehensible pronunciation after 19 years: A workplace training study. Language Learning, 64(3), 526–548. DOI logoGoogle Scholar
Dickerson, W. B.
(2013) Prediction in teaching pronunciation. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. DOI logoGoogle Scholar
Echelberger, A., McCurdy, S. G., & Parrish, B.
(2018) Using a study circle model to improve teacher confidence and proficiency in delivering pronunciation instruction in the classroom. CATESOL Journal, 30(1), 213–230.Google Scholar
Engwall, O.
(2012) Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. DOI logoGoogle Scholar
Felps, D., Bortfeld, H., & Gutierrez-Osuna, R.
(2009) Foreign accent conversion in computer assisted pronunciation training. Speech communication, 51(10), 920–932. DOI logoGoogle Scholar
Field, J.
(2005) Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. DOI logoGoogle Scholar
Flege, J. E.
(1999) Age of learning and second language speech. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 111–142). Malway, NJ: Lawrence Erlbaum.Google Scholar
Foote, J. A., Holtby, A. K., & Derwing, T. M.
(2011) Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada journal, 29(1), 1–22. DOI logoGoogle Scholar
Foote, J. A., & McDonough, K.
(2017) Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34–56. DOI logoGoogle Scholar
Gick, B., Bernhardt, B., Bacsfalvi, P., & Wilson, I.
(2008) Ultrasound imaging applications in second language acquisition. In J. H. Edwards & M. Zampini (Eds.). Phonology and second language acquisition, (pp. 315–338). Amsterdam: John Benjamins.Google Scholar
Gilbert, J. B.
(2010) Pronunciation as orphan: What can be done? Speak Out, 431, 3–7.Google Scholar
Hacking, J. F., Smith, B. L., & Johnson, E. M.
Hahn, L. D.
(2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. DOI logoGoogle Scholar
Hahn, M. K.
(2002) The persistence of learned primary phrase stress patterns among learners of English (Doctoral dissertation, University of Illinois at Urbana-Champaign).Google Scholar
Hardison, D. M.
(2004) Generalization of computer assisted prosody training: Quantitative and qualitative findings. Language Learning and Technology, 8(1), 34–52.Google Scholar
Hardison, D.
(2018) Visualizing the acoustic and gestural beats of emphasis in multimodal discourse: Theoretical and pedagogical implications. Journal of Second Language Pronunciation, 5(1), 231–258.Google Scholar
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunningham, U., & Curnick, L.
(2012) The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10(1), 5–27. DOI logoGoogle Scholar
Iverson, P., & Evans, B. G.
(2009) Learning English vowels with different first-language vowel systems II: Auditory training for native Spanish and German speakers. The Journal of the Acoustical Society of America, 126(2), 866–877. DOI logoGoogle Scholar
Jenkins, J.
(2000) The phonology of English as an international language. Oxford: Oxford University Press.Google Scholar
Kelly, L. G.
(1969) 25 centuries of language teaching: An inquiry into the science, art, and development of language teaching methodology, 500 B.C.- 1969. Rowley, MA: Newbury House.Google Scholar
Lee, J., Jang, J., & Plonsky, L.
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. DOI logoGoogle Scholar
Levis, J. M.
(2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. DOI logoGoogle Scholar
Levis, J.
(2007) Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 271, 1–19. DOI logoGoogle Scholar
Levis, J. M.
(2016) Research into practice: How research appears in pronunciation teaching materials. Language Teaching, 49(3), 423–437. DOI logoGoogle Scholar
(2017) Evidence-based pronunciation teaching. Journal of Second Language Pronunciation, 3(1), 1–8. DOI logoGoogle Scholar
Levis, J.
(2018) Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. DOI logoGoogle Scholar
Levis, J., & Cortes, V.
(2008) Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching. Towards adaptive CALL: Natural language processing for diagnostic language assessment, (pp. 197–208). Ames, IA: Iowa State University.Google Scholar
Levis, J. & Muller Levis, G.
nd). Pronunciation for a purpose.
Levis, J., & Pickering, L.
(2004) Teaching intonation in discourse using speech visualization technology. System, 32(4), 505–524. DOI logoGoogle Scholar
Levis, J., & Sonsaat, S.
(2016) Pronunciation materials. In M. Azarnoosh, M. Zeraatpishe, A. Favani & H. R. Kargozari, Issues in materials development (pp. 109–119). Rotterdam: Sense Publishers. DOI logoGoogle Scholar
Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A.
(2016) Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931. DOI logoGoogle Scholar
Levis, J., & Suvorov, R.
(2013) Automatic speech recognition. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics.Google Scholar
Levis, J. & Wu, A.
(2018) Pronunciation-Research into practice and practice into research. CATESOL Journal 30(1), 1–12.Google 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
Lima, E.
(2015) Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility. (Doctoral dissertation, Iowa State University.) DOI logoGoogle Scholar
Lybeck, K.
(2002) Cultural identification and second language pronunciation of Americans in Norway. The Modern Language Journal, 86(2), 174–191. DOI logoGoogle Scholar
MacDonald, S.
(2002) Pronunciation-views and practices of reluctant teachers. Prospect 17(3), 3–18.Google Scholar
McCrocklin, S. M.
(2016) Pronunciation learner autonomy: The potential of automatic speech recognition. System, 571, 25–42. DOI logoGoogle Scholar
Moyer, A.
(2014) Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35(4), 418–440. DOI logoGoogle Scholar
Munro, M. J.
(2018) How well can we predict second language learners’ pronunciation difficulties? CATESOL Journal, 30(1), 267–281.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
(2006) The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520–531. DOI logoGoogle Scholar
Nagle, C. L.
(2017) Individual developmental trajectories in the L2 acquisition of Spanish spirantization. Journal of Second Language Pronunciation, 3(2), 218–241. DOI logoGoogle Scholar
Neri, A., Cucchiarini, C., & Strik, H.
(2001) Effective feedback on L2 pronunciation in ASR-based CALL. Retrieved from [URL]
Niebuhr, O., Alm, M., Schümchen, N., & Fischer, K.
(2017) Comparing visualization techniques for learning second language prosody. International Journal of Learner Corpus Research, 3(2), 250–277. DOI logoGoogle Scholar
O’Brien, M., Derwing, T., Cucchiarini, C., Hardison, D., Mixxdorff, H., Thomosn, R., Strik, H., Levis, J., Munro, M., Foote, J., & Muller Levis, G.
(2018) Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 5(1), 182–206. DOI logoGoogle Scholar
O’Connor, J. D., & Arnold, G. F.
(1961) Intonation of colloquial English. Bristol, UK: Longman.Google Scholar
Perrachione, T. K., Lee, J., Ha, L. Y., & Wong, P. C.
(2011) Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design. The Journal of the Acoustical Society of America, 130(1), 461–472. DOI logoGoogle Scholar
(2011) Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design. The Journal of the Acoustical Society of America, 130(1), 461–472. DOI logoGoogle Scholar
Pike, K. L.
(1945) The intonation of American English. Ann Arbor: University of Michigan Press.Google Scholar
Probst, K., Ke, Y., & Eskenazi, M.
(2002) Enhancing foreign language tutors – in search of the golden speaker. Speech Communication, 37(3–4), 161–173. DOI logoGoogle Scholar
Qian, M., Chukharev-Hudilainen, E., & Levis, J. M.
(2018) A system for adaptive high-variability segmental-perceptual training: implementation, effectiveness, and transfer. Language Learning and Technology, 22(1), 69–96.Google Scholar
Quintana-Lara, M.
(2014) Effect of acoustic spectrographic instruction on production of English /i/ and /I/ by Spanish pre-service English teachers. Computer Assisted Language Learning, 27 (3), 207–227. DOI logoGoogle Scholar
Sakai, M., & Moorman, C.
(2018) Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics, 39(1), 187–224. DOI logoGoogle Scholar
Scovel, T.
(1969) Foreign accents, language acquisition, and cerebral dominance 1. Language Learning, 19(3-4), 245–253. DOI logoGoogle Scholar
Sonsaat, S.
(2017) The influence of an online pronunciation teacher’s manual on teachers’ cognitions. (Doctoral dissertation, Iowa State University.) DOI logoGoogle Scholar
(2018) Native and nonnative English-speaking teachers’ expectations of teacher’s manuals accompanying general English and pronunciation skills books. CATESOL Journal, 30(1), 113–138.Google Scholar
Strik, H., Truong, K., De Wet, F., & Cucchiarini, C.
(2009) Comparing different approaches for automatic pronunciation error detection. Speech Communication, 51(10), 845–852. DOI logoGoogle Scholar
Swan, M., & Smith, B.
(2001) Learner English: a teacher’s guide to interference and other problems. Cambridge University Press.Google Scholar
Thomson, R. I.
(2011) Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. Calico Journal, 28(3), 744. DOI logoGoogle Scholar
(2012) Improving L2 listeners’ perception of English vowels: A computer-​mediated approach. Language Learning, 62(4), 1231–1258. DOI logoGoogle Scholar
(2018) High variability [pronunciation] training (HVPT): A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 5(1).Google Scholar
Trofimovich, P.
(2016) Interactive alignment: A teaching-friendly view of second language pronunciation learning. Language Teaching, 491, 411–422. DOI logoGoogle Scholar
Underhill, A.
(2010) Pronunciation is the Cinderella of language teaching. [URL]
Wallace, L.
(2016) Using Google web speech as a springboard for identifying personal pronunciation problems. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, 2380–9566, Dallas, TX, October 2015 (pp. 180–186). Ames, IA: Iowa State University.Google Scholar
Wang, X., & Munro, M. J.
(2004) Computer-based training for learning English vowel contrasts. System, 32(4), 539–552. DOI logoGoogle Scholar
Wang, Y., Spence, M. M., Jongman, A., & Sereno, J. A.
(1999) Training American listeners to perceive Mandarin tones. The Journal of the Acoustical Society of America, 106(6), 3649–3658. DOI logoGoogle Scholar
Wong, J.
(2012) Training the perception and production of English // and // of Cantonese ESL learners: A comparison of low vs. high variability phonetic training n Proceedings of the 14th Australasian International Conference on Speech Science and Techniology. Sydney, Australia (pp. 37–40). [URL]
Cited by

Cited by 1 other publications

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

This list is based on CrossRef data as of 3 june 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.