References



1 PRONUNCIATION: SELECTED REFERENCES

(Last updated 4 November 2017)

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Adams, C. (1979). English speech rhythm and the foreign learner. The Hague, the Netherlands: Mouton.

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Añorga, A. & Benander, R. (2015) Creating a pronunciation profile of first-year Spanish students. Foreign Language Annals, 48(3), 434-446.

Archibald, J. (1998). Second language phonology. Amsterdam, Netherlands: John Benjamins.

Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford, UK: Oxford University Press.

Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136-163. doi:10.1002/tesq.99

Baker, M., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29-50.

Ballard, L., & Winke, P. (2017). Students’ attitudes towards English teachers’ accents: The interplay of accent familiarity, comprehensibility, intelligibility, perceived native speaker status, and acceptability as a teacher. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 121-140). Bristol, UK: Multilingual Matters.

Baptista, B. O., & Silva-Filho, J. L. A. (2006). The influence of voicing and sonority relationships on the production of English final consonants. In B. O. Baptista & M. A. Watkins (Eds.), English with a Latin beat: Studies in Portuguese/Spanish – English interphonology (pp. 73-89). Amsterdam, Netherlands: John Benjamins.

Best, C., McRoberts, G., & Goodwell, E. (2001). Discrimination of non-native consonant contrasts varying in perceptual assimilation to the listener’s native phonological system. Journal of the Acoustical Society of America, 109(2), 775-794.

Best, C. T. (1995). A direct realist view of cross-language speech perception. In W. Strange (Ed.), Speech perception and linguistic experience: Theoretical and methodological issues in cross-language speech research (pp. 171-203). Timonium, MD: York Press.

Bradford, B. (1988). Intonation in context. Cambridge, UK: Cambridge University Press.

Bradlow, A. (2008). Training non-native language sound patterns: Lessons from training Japanese adults on the English /r/-/l/ contrast. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp. 287-308): Amsterdam, Netherlands: John Benjamin.

Bradlow, A., Pisoni, D., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/. Journal of the Acoustical Society of America, 101, 2299-2310.

Brazil, D. (1997). The communicative value of intonation in English. Cambridge, UK: Cambridge University Press.

Brazil, D., Coulthard, M., & Johns, C. (1980). Discourse intonation and language teaching. London, UK: Longman.

Brinton, D. M. (2012). Pronunciation instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 246-257). Cambridge, UK: Cambridge University Press.

Brouwer, C. E. (2004). Doing pronunciation: A specific type of repair sequence. In R. Gardner,

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Brown, A. (Ed). (1991). Teaching English pronunciation: A book of readings. London, England: Routledge.

Brown, A. (1995). Minimal pairs: Minimal importance? ELT Journal, 49(2), 169-175.

Browne, K., & Fulcher, G. (2017). Pronunciation and intelligibility in assessing spoken fluency. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 37-53). Bristol, UK: Multilingual Matters.

Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215.

Canepari, L. (2010). The pronunciation of English around the world: Geo-social applications of the natural phonetics and tonetics method. Munich, Germany: LINCOM.

Canepari, L. (2014) English pronunciation & accents. Munich, Germany: LINCOM.

Carey, M. D., Mannell, R. H., & Dunn, P. K. (2011). Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews? Language Testing, 28(2), 201-219.

Carlisle, R. S. (1991). The influence of environment on vowel epenthesis in Spanish/English interphonology. Applied Linguistics, 12(1), 76-95.

Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge, UK: Cambridge University Press.

Chan, J. Y. H. (2016). A multi-perspective investigation of attitudes towards English accents in Hong Kong: Implications for pronunciation teaching. TESOL Quarterly, 50(2), 285-313.

Chan, M. (2003). Technology and the teaching of oral skills. The CATESOL Journal, 15(1): 51-56.

Chernen, J. (2009). Taking pronunciation further with oral journals. In T. Stewart (Ed.), Insights on teaching speaking in TESOL (pp. 223-236). Alexandria, VA: TESOL.

Chun, D. (2002). Discourse intonation in L2: From theory and research to practice. Philadelphia, PA: John Benjamins.

Cutler, A. (1984). Stress and accent in language production and understanding. In D. Gibbon & H. Richter (Eds.), Intonation, accent, and rhythm: Studies in discourse phonology (pp. 76-90). Berlin, Germany: Walter de Gruyter.

Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford, UK: Oxford University Press.

Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3): 543-550.

Davies, A. (2017). Commentary on the native speaker status in pronunciation research. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 185-192). Bristol, UK: Multilingual Matters.

Decker, D. M. (1980). The specifics of teaching ESL pronunciation: Past and present considerations. CATESOL Occasional Papers, 6, 77-84.

Derwing, T. (2008). Curriculum issues in teaching pronunciation to second language learners. In J. Hansen Edwards & M. Zampini (Eds.), Phonology and second language acquisition (pp. 347-369). Amsterdam, The Netherlands: John Benjamins.

Derwing, T., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3): 379-397.

Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476-490.

Derwing, T. M., & Munro, M. J. (2014). Myth 1: Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 34-55). Ann Arbor, MA: University of Michigan Press.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Vol. 42). Amsterdam: John Benjamins Publishing Company.

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:10.1111/lang.12053

Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48, 393-410.

Derwing, T., & Rossiter, M. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30, 155-166.

Derwing, T., & Rossiter, M. (2002). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13, 1-17.

Deterding, D. (2005). Listening to estuary English in Singapore. TESOL Quarterly, 39(3), 425-440.

Detey, S., & Nespoulous, J. L. (2008). Can orthography influence second language syllabic segmentation? Japanese epenthetic vowels and French consonantal clusters. Lingua, 118(1), 66-81.

Dickerson, W. (1989). Stress in the speech stream: The rhythm of spoken English. Urbana, IL: University of Illinois Press.

Eckman, F. R. (1991). The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. Studies in Second Language Acquisition, 13(1), 23-41.

Erdener, V. D., & Burnham, D. (2005). The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning, 55(2), 191-228.

Farag, S. (2013). Creating an IEP pronunciation centre: Procedure and findings. In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 183-185). Canterbury, UK: IATEFL.

Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399-423.

Flege, J., Takagi, N., & Mann, V. (1995). Japanese adults learn to produce English /r/ and /l/ accurately. Language and Speech, 38, 25-55.

Flege, J. E. (1995). Second-language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-linguistic research (pp. 233-277). Timonium, MD: York Press.

Florez, M. A. C. (1998). Improving adult ESL learners’ pronunciation skills. Retrieved from

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.

Galaczi, E., Post, B., Li, A., Barker, F., & Schmidt, E. (2017). Assessing second language pronunciation: Distinguishing features of rhythm in learner speech at different proficiency levels. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 157-182). Bristol, UK: Multilingual Matters.

Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489-511.

Giegerich, H. J. (1992). English phonology: An introduction. Cambridge, UK: Cambridge University Press.

Gilbert, J. (1978). Gadgets: Some non-verbal tools for teaching pronunciation. TESL Reporter, 11(2), 6-7.

Gilbert, J. (1984). Clear speech. Cambridge, UK: Cambridge University Press.

Gilbert, J. B. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge, England: Cambridge University Press.

Gimson, A. C. (1978). A practical course of English pronunciation. London, UK: Edward Arnold.

Golombek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: A post-structuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513-533.

Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 117-138). Boston, MA: Heinle & Heinle.

Goodwin, J. (2014). Teaching pronunciation. In D. M. Brinton, M. Celce-Murcia, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 136-152). Boston, MA: Heinle Cengage Learning.

Grant, L. (2000). Well said: Advanced English pronunciation. Boston, MA: Heinle & Heinle.

Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223.

Hansen, J. T. (2005). Pronunciation teaching in the 21st century. Review of Applied Linguistics in China: Issues in Language Learning and Teaching, 1, 81-98.

Harding, L. (2017). What do raters need in a pronunciation scale? The user’s view. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 12-34). Bristol, UK: Multilingual Matters.

Herbert, J. (2002). It’s not what you say but how you say it. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 188-200). Cambridge, UK: Cambridge University Press.

Hewings, M. (2004). Pronunciation practice activities book and audio CD pack: A resource book for teaching English pronunciation. Cambridge, UK: Cambridge University Press.

Hoerner, B. (1983). English pronunciation lessons for the Spanish-speaker. CATESOL Occasional Papers, 9, 98-113.

Hubert, M. D., & Vigil, D. (2017). Using writing to teach pronunciation: An experimental fourth-year university Spanish phonetics/phonology course. Applied Language Learning, 27(1-2), 18-40.

Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the United States. Foreign Language Annals, 50(2), 410-432.

Illés, É. (2011). Communicative language teaching and English as a lingua franca. Vienna English Working Papers, 1(20), 3-16.

Isaacs, T. (2008). Towards defining a valid assessment criterion of pronunciation proficiency in non-native English-speaking graduate students. The Canadian Modern Language Review, 64(4), 555-580.

Isaacs, T., & Trofimovich, P. (2016). Second language pronunciation assessment: Interdisciplinary perspectives. Bristol, UK: Multilingual Matters.

Isaacs, T., & Trofimovich, P. (2017). Key themes, constructs and interdisciplinary perspectives in second language pronunciation assessment. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 3-11). Bristol, UK: Multilingual Matters.

Iverson, P., & Evans, G. E. (2007). Learning English vowels with different first-language vowel systems: Perception of formant targets, formant movement, and duration. Journal of the Acoustical Society of America, 122, 2842-2854.

Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford, UK: Oxford University Press.

Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an International Language. Applied Linguistics, 23(1), 83-103.

Jenkins, J. (2004). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, 24, 109-125.

Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543.

Johnstone, B. (2000). Qualitative methods in sociolinguistics. New York, NY: Oxford University Press.

Jones, R. H. (1997). Beyond “listen and repeat”: Pronunciation teaching materials and theories of second language acquisition. System, 25(1), 103-112.

Jones, R. H. (2002). Beyond ‘listen and repeat’: Pronunciation teaching materials and theories of second language acquisition. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 178-187). Cambridge, UK: Cambridge University Press.

Jones, R. H., Rusmin, R., & Evans, S. (1994). Self-assessment of pronunciation by Chinese tertiary students. In D. Nunan & V. Berry (Eds.), Language awareness in language education: Proceedings of the International Language in Education Conference (pp. 169-180). Hong Kong: University of Hong Kong.

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Kang, O., Rubin, D., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgements of language learner proficiency in oral English. Modern Language Journal, 94, 554-566.

Kennedy, S., Blanchet, J., & Guénette, D. (2017). Teacher-raters’ assessment of French lingua franca pronunciation. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 210-236). Bristol, UK: Multilingual Matters.

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Knoch, U. (2017). What can pronunciation researchers learn from research into second language writing? In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 54-71). Bristol, UK: Multilingual Matters.

Ladefoged, P. (2003). Phonetic data analysis: An introduction to instrumental phonetic fieldwork. Oxford, UK: Blackwell.

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Lee, J., Jang, J., & Plonsky, L. (2014). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics. Advance online publication. doi:10.1093/applin/amu040

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Levis, J., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13-19.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.

Levis, J. M. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.

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.

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Lindemann, S. (2017). Variation or ‘error’? Perception of pronunciation variation and implications for assessment. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 193-209). Bristol, UK: Multilingual Matters.

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