Article published In:
Journal of Second Language Pronunciation
Vol. 2:1 (2016) ► pp.5692
References
Abrahamsson, N., & Hyltenstam, K
(2009) Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 591, 249–306. DOI logoGoogle Scholar
Anani, M
(1989) Incorrect stress placement in the case of Arab learners of English. IRAL : International Review of Applied Linguistics in Language Teaching, 271, 15–21. DOI logoGoogle Scholar
Anderson-Hsieh, J., Johnson, R., & Koehler, K
(1992) The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 421, 529–555. DOI logoGoogle Scholar
Avery, P., & Ehrlich, S
(1992) Teaching American English pronunciation. Oxford: Oxford University Press.Google Scholar
Baker, A
(2014) Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 481, 136–163. DOI logoGoogle Scholar
Bayraktaroğlu, S
(2008) Orthographic interference and the teaching of British pronunciation to Turkish learners. The Journal of Language and Linguistic Studies, 41, 107–143.Google Scholar
Benson, P., & Lor, W
(1999) Conceptions of language and language learning. System, 271, 459–472. DOI logoGoogle Scholar
Best, C.T., & Tyler, M.D
(2007) Nonnative and second language speech perception: Commonalities and complementarities. In O.-S. Bohn & M.J. Munro (Eds.), Language experience in second language speech learning: In honor of James Emil Flege (pp. 13–34). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Boersma, P., & Weenink, D
(2015) Praat: Doing phonetics by computer [Computer program] Version 5.4.06. Retrieved 7 March 2015 from [URL]
Bradlow, A., Akahane-Yamada, R., Pisoni, D.B., & Tohkura, Y
(1997) Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 611, 977–985. DOI logoGoogle Scholar
Brown, A
(1991) Functional load and the teaching of pronunciation. In A. Brown (Ed.), Teaching English pronunciation: A book of readings (pp. 211–224). London: Routledge.Google Scholar
Celce-Murcia, M
(Ed.) (2001) Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle.Google Scholar
Celce-Murcia, M., Brinton, D.M., Goodwin, J.M., & Griner, B
(2010) Teaching pronunciation: A coursebook and reference guide (2nd ed.). New York, NY: Cambridge University Press.Google Scholar
Chamot, A., Barnhard, S., El-Dinary, P., & Robbins, J
(1999) The learning strategies handbook. London: Longman.Google Scholar
Couper, G
(2003) The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 181, 53–70.Google Scholar
(2006) The short and long-term effects of pronunciation instruction. Prospect, 211, 46–66.Google Scholar
Cutler, A., Wales, R., Cooper, N., & Janssen, J
(2007) Dutch listeners’ use of suprasegmental cues to English stress. In J. Trouvain & W.J. Barry (Eds.). Proceedings of the 16th International Congress of Phonetic Sciences (pp. 1913–1916). Saarbrücken.
Darcy, I., Dekydtspotter, L., Sprouse, R., Glover, J., Kaden, C., McGuire, M., & Scott, J.H.G
(2012a) Direct mapping of acoustics to phonology: On the lexical encoding of front rounded vowels in L1 English-L2 French acquisition. Second Language Research, 281, 5–40. DOI logoGoogle Scholar
Darcy, I., Ewert, D., & Lidster, R
(2012b) Bringing pronunciation instruction back into the classroom: An ESL Teachers’ pronunciation “toolbox”. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 93–108). Ames, IA: Iowa State University.Google Scholar
Darcy, I., & Krüger, F
(2012) Vowel perception and production in Turkish children acquiring L2 German. Journal of Phonetics, 401, 568–581. DOI logoGoogle Scholar
Darcy, I., Park, H., & Yang, C.-L
(2015) Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing. Learning and Individual Differences, 401, 63–72. DOI logoGoogle Scholar
Darcy, I., Peperkamp, S., & Dupoux, E
(2007) Bilinguals play by the rules. Perceptual compensation for assimilation in late L2-learners. In J. Cole & J.I. Hualde (Eds.), Laboratory Phonology 9 (pp. 411–442). Berlin: Mouton de Gruyter.Google Scholar
Darcy, I., Ramus, F., Christophe, A., Kinzler, K., & Dupoux, E
(2009) Phonological knowledge in compensation for native and non-native assimilation. In F. Kügler, C. Féry, & R. van de Vijver (Eds.), Variation and gradience in phonetics and phonology (pp. 265–309). Berlin: Mouton de Gruyter.Google Scholar
Derwing, T.M., & Rossiter, M.J
(2003) The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 131, 1–17.Google Scholar
Derwing, T.M
(2008) Curriculum issues in teaching pronunciation to second language learners. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 347–371). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Derwing, T.M., & Munro, M.J
(1997) Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition, 191, 1–16. DOI logoGoogle Scholar
Derwing, T.M., Munro, M.J., & Wiebe, G
(1997) Pronunciation instruction for ‘fossilized’ learners: Can it help? Applied Language Learning, 81, 185–203.Google Scholar
Derwing, T.M., Munro, M.J., & Wiebe, G.E
(1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 481, 393–410. DOI logoGoogle Scholar
Derwing, T.M., Thomson, R.I., & Munro, M.J
(2006) English pronunciation and fluency development in Mandarin and Slavic speakers. System, 341, 183–193. DOI logoGoogle Scholar
Dupoux, E., Kakehi, K., Hirose, Y., Pallier, C. & Mehler
J (1999) Epenthetic vowels in Japanese: A perceptual illusion? Journal of Experimental Psychology-Human Perception and Performance, 251, 1568–1578. DOI logoGoogle Scholar
Dupoux, E., Pallier, C., Sebastián-Gallés, N., & Mehler, J
(1997) A destressing “deafness” in French? Journal of Memory and Language, 361, 406–421. DOI logoGoogle Scholar
Dupoux, E., Sebastián-Gallés, N., Navarrete, E., & Peperkamp, S
(2008) Persistent stress ‘deafness’: The case of French learners of Spanish. Cognition, 1061, 682–706. DOI logoGoogle Scholar
Elliot, A.R
(1997) On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 801, 95–108. DOI logoGoogle Scholar
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H
(2009) Implicit and explicit knowledge in second language learning, testing, and teaching. Bristol, UK: Multilingual Matters.Google Scholar
Field, J
(2005) Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 391, 399–423. DOI logoGoogle Scholar
Flege, J.E
(1995) Second language speech learning. Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience. Issues in cross-language research (pp. 233–277). Timonium, MD: York Press.Google Scholar
Flege, J.E., Bohn, O.-S., & Jang, S
(1997) Effects of experience on non-native speakers’ production and perception of English vowels. Journal of Phonetics, 251, 437–470. DOI logoGoogle Scholar
Flege, J.E., Frieda, E.M., & Nozawa, T
(1997) Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 251, 169–186. DOI logoGoogle Scholar
Foote, J.A., Holtby, A., & Derwing, T.M
(2011) Survey of pronunciation teaching in adult ESL programs in Canada, 2010. TESL Canada Journal, 291, 1–22. DOI logoGoogle Scholar
Goodwin, J
(2014) Teaching Pronunciation. In M. Celce‐Murcia, D.M. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 136–152). Boston: Heinle & Heinle.Google Scholar
Grant, L
(Ed.) (2014) Pronunciation myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. DOI logoGoogle Scholar
Guion, S.G
(2005) Knowledge of English word stress patterns in early and late Korean-English bilinguals. Studies in Second Language Acquisition, 271, 503–533. DOI logoGoogle Scholar
Guion, S.G., Flege, J.E., & Loftin, J.D
(2000) The effect of L1 use on pronunciation in Quichua-Spanish bilinguals. Journal of Phonetics, 281, 27–42. DOI logoGoogle Scholar
Guion, S.G., Flege, J.E., Liu, S.H., & Yeni-Komshian, G.H
(2000) Age of learning effects on the duration of sentences produced in a second language. Applied Psycholinguistics, 211, 205–228. DOI logoGoogle Scholar
Hahn, L.D
(2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 381, 201–223. DOI logoGoogle Scholar
Han, Z
(2004) Fossilization in adult second language acquisition. Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Hayes-Harb, R., & Hacking, J
(2011, October) Variability in Listeners’ Bases for Accentedness Judgments of L2 Speech. Poster presented to the Second Language Research Forum , Ames, IA.
Hinkel, E
(2006) Current perspectives on teaching the four skills. TESOL Quarterly, 401, 109–131. DOI logoGoogle Scholar
Isaacs, T
(2009) Integrating form and meaning in L2 pronunciation instruction. TESL Canada Journal, 271, 1–12. DOI logoGoogle Scholar
Jenner, B
(1989) Teaching pronunciation: The common core. Speak Out! 41, 2–4.Google Scholar
Kang, O
(2010) Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 381, 301–315. DOI logoGoogle Scholar
Kang, O., Rubin, D., & Pickering, L
(2010) Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. Modern Language Journal, 941, 554–566. DOI logoGoogle Scholar
Kennedy, S., & Trofimovich, P
(2008) Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Canadian Modern Language Review, 641, 459–489. DOI logoGoogle Scholar
(2010) Language awareness and second language pronunciation: A classroom study. Language Awareness, 191, 171–185. DOI logoGoogle Scholar
Kissling, E.M
(2013) Teaching pronunciation: Is explicit phonetic instruction beneficial for FL learners? Modern Language Journal, 971, 720–744. DOI logoGoogle Scholar
Lazaranton, A
(2001) Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 103–115). Boston, MA: Heinle & Heinle.Google Scholar
LeBreton, J.M., & Senter, J.L
(2008) Answers to 20 questions about interrater reliability and interrater agreement. Organizational Research Methods, 111, 815–852. DOI logoGoogle Scholar
Levis, J.M., & Grant, L
(2003) Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 121, 13–19. DOI logoGoogle Scholar
Levis, J.M
(1999) Intonation in theory and practice, revisited. TESOL Quarterly, 331, 37–63. DOI logoGoogle Scholar
(2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 391, 369–377. DOI logoGoogle Scholar
(2006) Pronunciation and assessment of spoken language. In R. Hughes (Ed.), Spoken English, TESOL and applied linguistics (pp. 245–270). Houndmills: Palgrave Macmillan. DOI logoGoogle Scholar
Levy, E.S., & Strange, W
(2008) Perception of French vowels by American English adults with and without French language experience. Journal of Phonetics, 361, 141–157. DOI logoGoogle Scholar
Liljencrants, J., & Lindblom, B
(1972) Numerical simulation of vowel quality systems: The role of perceptual contrast. Language, 481, 839–862. DOI logoGoogle Scholar
Ling, L.E.E., Grabe, E., & Nolan, F
(2000) Quantitative characterizations of speech rhythm: Syllable-timing in Singapore English. Language & Speech, 431, 377–401. DOI logoGoogle Scholar
Lord, G
(2005) (How) Can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 881, 557–567. DOI logoGoogle Scholar
Mackey, A., & Gass, S.M
(2005) Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Magen, H.S
(1998) The perception of foreign-accented speech. Journal of Phonetics, 261, 381–400. DOI logoGoogle Scholar
McAllister, R., Flege, J.E., & Piske, T
(2002) The influence of L1 on the acquisition of Swedish quantity by native speakers of Spanish, English and Estonian. Journal of Phonetics, 301, 229–258. DOI logoGoogle Scholar
Missaglia, F
(1999) Contrastive prosody in SLA: An empirical study with Italian learners of German. In Proceedings of the 14th International Congress of Phonetic Sciences (pp. 551–554).San Francisco, CA.
Morley, J
(1991) The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 251, 481–520. DOI logoGoogle Scholar
Munro, M.J., & Derwing, T.M
(2008) Segmental acquisition in adult ESL learners: A longitudinal study of vowel production. Language Learning, 581, 479–502. DOI logoGoogle Scholar
Munro, M.J
(1995) Nonsegmental factors in foreign accent: Ratings of filtered speech. Studies in Second Language Acquisition, 171, 17–34. DOI logoGoogle Scholar
Munro, M.J., & Derwing, T.M
(1995) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 451, 73–97. DOI logoGoogle Scholar
(2001) Modelling perceptions of the comprehensibility and accentedness of L2 speech: The role of speaking rate. Studies in Second Language Acquisition, 231, 451–468. DOI logoGoogle Scholar
Munro, M.J
(1993) Productions of English vowels by native speakers of Arabic: Acoustic measurements and accentedness ratings. Language and Speech, 361, 39–66. DOI logoGoogle Scholar
Nishi, K., & Kewley-Port, D
(2007) Training Japanese listeners to perceive American English vowels: Influence of training sets. Journal of Speech, Language & Hearing Research, 501, 1496–1509. DOI logoGoogle Scholar
Pallier, C., Bosch, L., & Sebastian-Gallés, N
(1997) A limit on behavioral plasticity in speech perception. Cognition, 641, B9–B17. DOI logoGoogle Scholar
Pennington, M.C., & Ellis, N.C
(2000) Cantonese speakers’ memory for English sentences with prosodic cues. Modern Language Journal, 841, 372–389. DOI logoGoogle Scholar
Perlmutter, M
(1989) Intelligibility rating of L2 speech pre- and postintervention. Perceptual and Motor Skills, 681, 515–521. DOI logoGoogle Scholar
Piske, T., MacKay, I.R.A., & Flege, J.E
(2001) Factors affecting the degree of foreign accent in an L2: A review. Journal of Phonetics, 291, 191–215. DOI logoGoogle Scholar
Purcell, E.T., & Suter, R.W
(1980) Predictors of pronunciation accuracy: A reexamination. Language Learning, 301, 271–287. DOI logoGoogle Scholar
Ratner, N.B
(2000) Elicited imitation and other methods for the analysis of trade-offs between speech and language skills in children. In L. Menn & N.B Ratner (Eds.), Methods for studying language production (pp. 291–312). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Schmidt, R
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). New York, NY: Cambridge University Press. DOI logoGoogle Scholar
Schoonmaker-Gates, E
(2012) Perception of foreign accent in Spanish by native and nonnative listeners. Unpublished doctoral dissertation, Indiana University.Google Scholar
Sebastian-Gallés, N
(2005) Cross-language speech perception. In D.B. Pisoni & R.E. Remez (Eds.), The handbook of speech perception (pp. 546–566). Oxford: Blackwell. DOI logoGoogle Scholar
Setter, J
(2006) Speech rhythm in World Englishes: The case of Hong Kong. TESOL Quarterly, 40(4), 7631‐782Google Scholar
Sicola, L., & Darcy, I
(2015) Integrating pronunciation into the language classroom. In M. Reed & J.M. Levis (Eds.), The handbook of English pronunciation (pp. 471–487). Hoboken, NJ: John Wiley & Sons. DOI logoGoogle Scholar
Strange, W., Akahane-Yamada, R., Kubo, R., Trent, S.A., Nishi, K., & Jenkins, J.J
(1998) Perceptual assimilation of American English vowels by Japanese listeners. Journal of Phonetics, 261, 311–344. DOI logoGoogle Scholar
Strange, W., & Shafer, V
(2008) Speech perception in second language learners. The re-education of selective perception. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 153–191). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Tajima, K., Port, R., & Dalby, J
(1997) Effects of temporal correction on intelligibility of foreign-accented English. Journal of Phonetics, 251, 1–24. DOI logoGoogle Scholar
Thomson, R.I., & Derwing, T.M
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 361, 326–344. DOI logoGoogle Scholar
Trofimovich, P., & Baker, W
(2006) Learning second language suprasegmentals: Effects of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 281, 1–30. DOI logoGoogle Scholar
VanPatten, B
(1988) How juries get hung: Problems with the evidence for a focus on form in teaching. Language Learning, 381, 243–260. DOI logoGoogle Scholar
Wang, W., Jongman, A., & Sereno, J.A
(2003) Acoustic and perceptual evaluations of Mandarin tone productions before and after perceptual training. Journal of the Acoustical Society of America, 1131, 1033–1043. DOI logoGoogle Scholar
Wang, W., Spence, M.M., Jongman, A., & Sereno, J.A
(1999) Training American listeners to perceive Mandaring tones. Journal of the Acoustical Society of America, 1061, 3649–3658. DOI logoGoogle Scholar
Wennerstrom, A
(2000) The role of intonation in second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 102–127). Ann Arbor: University of Michigan Press.Google Scholar
Werker, J.F., & Tees, R.C
(1984) Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 71, 49–63. DOI logoGoogle Scholar
Winke, P., & Gass, S
(2013) The influence of second language experience and accent familiarity on oral proficiency rating: A qualitative investigation. TESOL Quarterly, 471, 762–789. DOI logoGoogle Scholar
Yates, L
(2011) Language, interaction and social inclusion in early settlement. International Journal of Bilingual Education and Bilingualism, 141, 457–471. DOI logoGoogle Scholar
Yavaş, M
(2006) Applied English phonology. Oxford: Blackwell.Google Scholar
Zielinski, B
(2012) The social impact of pronunciation difficulties: Confidence and willingness to speak. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd pronunciation in second language learning and teaching conference (pp. 18‐26). Ames, IA: Iowa State University.Google Scholar
(2008) The listener: No longer the silent partner in reduced intelligibility. System, 361, 69–84. DOI logoGoogle Scholar
Zielinski, B., & Yates, L
(2014) Myth: Pronunciation instruction is not appropriate for beginner-level learners. In L. Grant (Ed.), Pronunciation myths (pp. 56–79). Ann Arbor, MI: University of Michigan Press.Google Scholar
Cited by

Cited by 46 other publications

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
Alves, Ubiratã Kickhofel & Pedro Luis Luchini
2020. ¿Entrenamiento perceptivo o instrucción explícita? Percepción y producción de los patrones de voice onset time iniciales del inglés (le) por estudiantes brasileños. Forma y Función 33:2  pp. 133 ff. DOI logo
Baills, Florence, Charlotte Alazard-Guiu & Pilar Prieto
2022. Embodied Prosodic Training Helps Improve Accentedness and Suprasegmental Accuracy. Applied Linguistics 43:4  pp. 776 ff. DOI logo
Baills, Florence & Pilar Prieto
2023. Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words. Language Teaching Research 27:6  pp. 1576 ff. DOI logo
Choi, Sungeun & Okim Kang
2023. The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment. System 119  pp. 103183 ff. DOI logo
Dahmen, Silvia, Martine Grice & Simon Roessig
2023. Prosodic and Segmental Aspects of Pronunciation Training and Their Effects on L2. Languages 8:1  pp. 74 ff. DOI logo
Darcy, Isabelle & Brian Rocca
2022. Comprehensibility improvements in integrated pronunciation instruction. Journal of Second Language Pronunciation 8:3  pp. 328 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
Ding, Shaojin, Christopher Liberatore, Sinem Sonsaat, Ivana Lučić, Alif Silpachai, Guanlong Zhao, Evgeny Chukharev-Hudilainen, John Levis & Ricardo Gutierrez-Osuna
2019. Golden speaker builder – An interactive tool for pronunciation training. Speech Communication 115  pp. 51 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 & Isabelle Darcy
2022. Teaching segmentals and suprasegmentals. Journal of Second Language Pronunciation 8:2  pp. 168 ff. DOI logo
Gordon, Joshua & Isabelle Darcy
2024. Pedagogical decisions in the teaching of segmentals and suprasegmentals. Journal of Second Language Pronunciation 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. 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
Hua, Congchao
2022. Effects of mixed instruction on Chinese EFL learners’ perception of phonemic contrasts . International Review of Applied Linguistics in Language Teaching 60:2  pp. 315 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
KISSLING, ELIZABETH M.
2018. Pronunciation Instruction Can Improve L2 Learners’ Bottom‐Up Processing for Listening. The Modern Language Journal 102:4  pp. 653 ff. DOI logo
Levis, John
2020. Changes in L2 pronunciation. Journal of Second Language Pronunciation 6:3  pp. 277 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.
2018. Intelligibility, Oral Communication, and the Teaching of Pronunciation, DOI logo
Levis, John M.
2019. Teaching-oriented research. Journal of Second Language Pronunciation 5:1  pp. 1 ff. DOI logo
Levis, John M.
2022. Foreword. Evolution of L2 pronunciation research and teaching. In The Evolution of Pronunciation Teaching and Research [Benjamins Current Topics, 121],  pp. 1 ff. DOI logo
Li, Peng, Florence Baills, Lorraine Baqué & Pilar Prieto
2023. The effectiveness of embodied prosodic training in L2 accentedness and vowel accuracy. Second Language Research 39:4  pp. 1077 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
Martin, Ines A. & Solène Inceoglu
2022. The Laboratory, the Classroom, and Online. In Second Language Pronunciation,  pp. 254 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
Meritan, Camille
2021. Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process. Languages 6:4  pp. 182 ff. DOI logo
Meritan, Camille
Miao, Yongzhi, Heath Rose & Sepideh Hosseini
2024. The Interaction Effect of Pronunciation and Lexicogrammar on Comprehensibility: A Case of Mandarin-Accented English. Language and Speech 67:1  pp. 3 ff. DOI logo
Mora, Joan C. & Ingrid Mora-Plaza
2023. From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences 13:10  pp. 1042 ff. DOI logo
Murphy, Solange Lopes, Timothy M. Hall & Angelica Lina Vanderbilt
2019. Supporting English Learners' Development of Intelligible Speech. In Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners [Advances in Linguistics and Communication Studies, ],  pp. 380 ff. DOI logo
Sadat‐Tehrani, Nima
2017. Teaching English Stress: A Case Study. TESOL Journal 8:4  pp. 943 ff. DOI logo
Saito, Kazuya, Mai Tran, Yui Suzukida, Hui Sun, Viktoria Magne & Meltem Ilkan
2019. HOW DO SECOND LANGUAGE LISTENERS PERCEIVE THE COMPREHENSIBILITY OF FOREIGN-ACCENTED SPEECH?. Studies in Second Language Acquisition 41:5  pp. 1133 ff. DOI logo
Schwab, Sandra & Volker Dellwo
Shehata, Asmaa
2024. Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers. Language Teaching Research DOI logo
Sturm, Jessica L.
2019. Current approaches to pronunciation instruction: A longitudinal case study in French. Foreign Language Annals 52:1  pp. 32 ff. DOI logo
Tsai, Pi-hua
2019. Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning 32:7  pp. 713 ff. DOI logo
Vural, Ersen & Eda Başak Hancı-Azizoglu
2022. A Linguistic Analysis Study for Teaching American-English Pronunciation: A Case Study Research. Journal of Language and Cultural Education 10:2  pp. 1 ff. DOI logo
Wang, Xue
2022. Segmental versus Suprasegmental: Which One is More Important to Teach?. RELC Journal 53:1  pp. 194 ff. DOI logo
Wu, Ching-Hsuan
2023. Workplace intelligibility: form-focused pronunciation instruction on ESL spontaneous speech. English Teaching & Learning DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2021. Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System 100  pp. 102557 ff. DOI logo
Yenkimaleki, Mahmood, Vincent J. van Heuven & Hassan Soodmand Afshar
2023.  The efficacy of segmental/suprasegmental vs. holistic pronunciation instruction on the development of listening comprehension skills by EFL learners . The Language Learning Journal 51:6  pp. 734 ff. DOI logo
Zetterholm, Elisabeth & Emeli Ydringer
2023. Uttalsundervisning på sfi. Venue DOI logo
Zhang, Runhan & Zhou-min Yuan
2020. EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION. Studies in Second Language Acquisition 42:4  pp. 905 ff. DOI logo
[no author supplied]
2021. Tools: Grammar, Vocabulary, Pronunciation, and Spelling. In Introduction to TESOL,  pp. 226 ff. DOI logo

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