References - TIRF



1 PRONUNCIATION: SELECTED REFERENCES

(Last updated 16 December 2016)

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

Amaro, J. C., & Rothman, J. (2010). On L3 acquisition and phonological permeability: A new test case for debates on the mental representation of non-native phonological systems. International Review of Applied Linguistics, 48(2/3), 275-296.

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, 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.

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.

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.

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. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins.

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

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

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.

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). PracTESOL: 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.

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

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.

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.

Juffs, A. (1990). Tone, syllable structure, and interlanguage phonology: Chinese learners’ stress errors. International Review of Applied Linguistics, 28(2), 99-117.

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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3 Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.

Kluge, D. C., & Baptista, B. O. (2008). Production and identification of English word-final nasal consonants by Brazilian EFL learners. Revistas Ilha do Desterro, 55, 15-40.

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.

Lass, R. (1984). Phonology. Cambridge, UK: Cambridge University Press.

Lehiste, L. (1969). Suprasegmentals. Cambridge, MA: M.I.T. Press.

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.

Lindemann, S., Litzenberg, J., & Subtirelu, N. (2014). Problematizing the dependence on L1 norms in pronunciation teaching: Attitudes toward second-language accents. In J. Levis & A. Moyer (Eds.), Social influences in L2 Pronunciation (pp. 179-194). Berlin, Germany: DeGruyter Mouton.

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.

Lively, S., Logan J., & Pisoni, D. (1993). Training Japanese listeners to identify English /r/ and /l/ II: The role of phonetic environments and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94, 1242-1255.

Logan, J., Lively, S., & Pisoni, D. (1992). Training Japanese listeners to identify English /r/ and /l/: A first report. Journal of the Acoustical Society of America, 89, 874-886.

Long, N., & Huang, J. (2014). Out-of-class pronunciation learning: Are EFL learners ready in China? In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 43-52). New York, NY: Routledge.

Luthy, M. (1983). Nonnative speakers’ perceptions of English “nonlexical” intonation signals. Language Learning, 33, 19-36.

Major, R. (1986). Paragoge and degree of foreign accent in Brazilian English. Second Language Research, 2(1), 53-72.

McCandliss, B. D., Fiez, J. A., Protopapas, A., Conway, M., & McClelland, J. L. (2002). Success and failure in teaching the [r]–[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception. Cognitive, Affective, & Behavioral Neuroscience, 2, 89-108.

McDavid, R. I. (1964). Postvocalic /r/ in South Carolina: A social analysis. In D. Hymes (Ed.), Language in culture and society (pp. 469-482). New York, NY: Harper & Row.

McNerney, M., & Mendelsohn, D. (1992). Suprasegmentals in the pronunciation class: Setting priorities. In P. Avery & S. Ehrlich (Eds.), Teaching American English pronunciation (pp. 185-196). Oxford, UK: Oxford University Press.

Miller, S. (2000). Targeting pronunciation. Boston, MA: Houghton Mifflin.

Mochizuki-Sudo, M., & Kiritani, S. (1991). Production and perception of stress-related durational patterns in Japanese learners of English. Journal of Phonetics, 19(2), 231-248.

Moholt, G. (1988). Computer assisted instruction in pronunciation for Chinese speakers of American English. TESOL Quarterly, 22(1), 91-111.

Mora, J. C., & Darcy, I. (2017). The relationship between cognitive control and pronunciation in a second language. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 95-120). Bristol, UK: Multilingual Matters.

Morgan, B. (2003). Identity and L2 pronunciation: Towards an integrated practice in ELT. The Journal of TESOL France, 10, 49-54.

Morley, J. (Ed.). (1994). Pronunciation pedagogy and theory: New views, new directions. Alexandria, VA: TESOL.

Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.

Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English language learners. (ERIC Digest ED427556). Retrieved from

Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulse for SLE research and the L2 classroom. Foreign Language Annals, 46(2), 213-229.

Munro, M. (2008). Foreign accent and speech intelligibility. In J. Hansen Edwards & M. Zampini (Eds.), Phonology and second language acquisition (pp. 193-218). Amsterdam, The Netherlands: John Benjamins.

Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 41(1), 73-97.

Munro, M. J., & Derving, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning 48(S1), 285-310.

Munro, M., & Derwing, T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.

Murphy, J. (2003). Pronunciation. In D. Nunan (Ed.), Practical English language teaching (pp. 111-128). New York, NY: McGraw Hill.

Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51-74.

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467.

Nguyen, T. T. A., & Ingram, J. (2005). Vietnamese acquisition of English word stress. TESOL Quarterly, 39(2), 309-319.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York, NY: Prentice Hall.

Pennington, M., & Richards, J. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207-225.

Pennington, M. C. (1994). Recent research in L2 phonology: Implications for practice. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 92-107). Alexandria, VA: TESOL.

Pennington, M. C. (1996). Phonology in English language teaching: An international approach. London, UK: Longman.

Pennington, M. C. (1997). Phonology in language teaching: Essentials of theory and practice. In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond methods: Components of second language teacher education (pp. 67-87). New York, NY: McGraw Hill.

Piper, T., & Cansin, D. (1988). Factors influencing the foreign accent. The Canadian Modern Language Review, 44(2), 334-342.

Prator, C. H., & Robinett, B.W. (1972). Manual of American English pronunciation. New York, NY: Holt, Rinehart, and Winston.

Purcell, E. T. (1983). Models of pronunciation accuracy. In J. W. Oller, Jr. (Ed.), Issues in language testing research (pp. 133-151). Rowley, MA: Newbury House.

Rau, D. V., Chang, H. A., & Tarone, E. ( 2009). Think or sink: Chinese learners’ acquisition of the English voiceless interdental fricative. Language Learning, 59(3), 581-621.

Rimmer, W. (2013). Pronunciation in the movies. In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 66-68). Canterbury, UK: IATEFL.

Riney, T. J., Takagi, N., & Inutsuka, K. (2005). Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners. TESOL Quarterly, 39(3), 441-466.

Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English. Linguistic Journal, 3(3), 17-41.

Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842-854.

Saito, K., Trofimovich, P., Isaacs, T., & Webb, S. (2017). Re-examining phonological and lexical correlates of second language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 141-156). Bristol, UK: Multilingual Matters.

Scarcella, R., & Oxford, R. (1994). Second language pronunciation: State of the art in instruction. System, 22(2), 221-230.

Seidlhofer, B., & Dalton-Puffer, C. (1995). Appropriate units in pronunciation teaching: Some programmatic pointers. International Journal of Applied Linguistics, 5(1), 135-146.

Scherling, S. (1976). Aspects of English sentence stress. Austin, TX: University of Texas Press.

Setter, J. (2006). Speech rhythm in world English: The case of Hong Kong. TESOL Quarterly, 40(4), 763-781.

Setter, J., & Jenkins, J. (2005). Pronunciation. Language Teaching, 38, 1-17.

Sewell, A. (2017). Pronunciation assessment in Asia’s world city: Implications of a lingua franca approach in Hong Kong. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 237-255). Bristol, UK: Multilingual Matters.

Sifakis, N. C. & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 39(3), 467-488.

Smit, U., & Dalton, C. (2000). Motivation in advanced EFL pronunciation learners. International Review of Applied Linguistics, 40, 89-116.

Soukup, B. ‘Y’all come back now, y’hear?’: Language attitudes in the United States towards Southern American English. View[z]: Vienna English Working Papers, 10(2), 56-68. Retrieved from

Stewart, T. W., & Vaillette, C. (2001). Language files: Materials for an introduction to language and linguistics (8th ed.). Columbus, OH: The Ohio State University.

Taylor, D. (1991). Who speaks English to whom? The question of teaching English pronunciation for global communication. System, 19(4), 425-435.

Temperley, M. (1987). Linking and deletion in final consonant clusters. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp. 59-82). Washington, DC: TESOL.

Trofimovich, P., & Isaacs, T. (2017). Second language pronunciation assessment: A look at the present and the future. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 259-271). Bristol, UK: Multilingual Matters.

Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009) Comprehension-based practice: The development of second language pronunciation in a listening/reading program. Studies in Second Language Acquisition, 31, 609-639.

Tropf, H. (1987). Sonority as a variability factor in second language phonology. In A. James & Leather (Eds.), Sounds patterns in second language phonology (pp. 173-191). Dordrecht, Netherlands: Foris.

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Vann, R. (2004). Intonation and discourse: Three approaches. TESOL Quarterly, 38(2), 353-357

Wagner, E., & Toth, P. D. (2017). The role of pronunciation in the assessment of second language listening ability. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 72-92). Bristol, UK: Multilingual Matters.

Walker, R. (2005). Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice. TESOL Quarterly, 39(3), 550-558.

Wennerstrom, A. (2001). The music of everyday speech: Prosody and discourse analysis. New York, NY: Oxford University Press.

Wichmann, A. (2000). Intonation in text and discourse: beginnings, middles, and ends. Harlow, UK: Longman.

Young-Scholten, M., & Archibald, J. (2000). Second language syllable structure. In J. Archibald (Ed.), Second language acquisition and linguistic theory (pp. 64-97). Oxford, UK: Blackwell.

Yule, G., & Macdonald, D. (1995). The different effects of pronunciation teaching. International Review of Applied Linguistics in Language Teaching (IRAL), 33(4), 345-350.

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