References - TIRF
1 PRONUNCIATION: SELECTED REFERENCES
(Last updated 7 October 2019)
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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.
Bongaerts, T., Mennen, S., & van der Slik, F. (2000). Authenticity of pronunciation in naturalistic second language acquisition: The case of very advanced late language learners of Dutch as a second language. Studia Linguistica, 54(2), 298-308. DOI: 10.1111/1467-9582.00069
Boswell, E. (2019). Vowel walk. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 118-119). Alexandria, VA: TESOL 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.
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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.
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Brown, A. (Ed). (1991). Teaching English pronunciation: A book of readings. London, England: Routledge.
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Brown, A. (1995). Minimal pairs: Minimal importance? ELT Journal, 49(2), 169-175.
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Buck, G. (1989). Written tests of pronunciation: Do they work? ELT Journal, 43(1), 50-56. DOI: 10.1093/elt/43.1.50
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Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39(2), 34-41.
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.
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Carlisle, R. S. (1991). The influence of environment on vowel epenthesis in Spanish/English interphonology. Applied Linguistics, 12(1), 76-95.
Catford, J. C. (1987). Phonetics and the teaching pronunciation: A systematic description of the teaching of English phonology. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp. 83-100). Washington DC: TESOL. DOI: 10.1017/s0272263100008536
Cauldwell, R. (2005). Streaming speech: Listening and pronunciation for advanced learners of English [Online]. Birmingham, UK: Speechination. DOI: 10.1017/s0025100303221514
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.
Celce-Murcia, M., Brighton, D. M., Goodwin, J.M., with Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press.
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Chun, D. (2002). Discourse intonation in L2: From theory and research to practice. Philadelphia, PA: John Benjamins.
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53-70.
Couper, G. (2006). The short and long term effects of pronunciation instruction. Prospect 21(1), 46-66.
Couper, G. (2011). What makes teaching work? Testing for the effect of two variables: Socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159-182.
Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820-843.
Cruttenden, A. (1994). Gimson’s pronunciation of English (5th ed.). London, UK: Edward Arnold, DOI: 10.1017/s00251003032231121
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Cuyul-Gordon, M. (2019). Pronunciation basketball. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 134-136). Alexandria, VA: TESOL Press.
Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford, UK: Oxford University Press.
Darcy, I., Ewert, D., & Lidster, R. (2012). Bringing pronunciation instruction back into the classroom: An ESL teachers’ pronunciation “toolbox.” In J. Levis and K. LeVelle (Eds.), Proceedings of the 3rd Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 93-108). Ames, IA: Iowa State University.
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.
Deneroff, I. (2019). The inner-outer circle: A platform to integrate pronunciation into speaking. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 127-129). Alexandria, VA: TESOL Press.
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. DOI: 10.1075/sibil.36.17der
Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do general skills ESL textbooks address pronunciation? TESL Canada Journal, 30(1), 23-44.
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. (1997). Pronunciation instruction for ‘fossilized’ learners: Can it help? Applied Language Learning, 8(2), 217-235.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48, 393-410.
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Dettori, G., & Luppi, V. (2013). Self-observation and shared reflection to improve pronunciation in L2. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (Vol. 4, pp. 615-625). New York: Spring Science+Business Media.
Dickerson, W. (1989). Stress in the speech stream: The rhythm of spoken English. Urbana, IL: University of Illinois Press.
Dlaska, A., & Krekeler, C. (2008). Self-assessment of pronunciation. System, 36(4), 506-516. DOI: 10.1016/j.system.2008.03.003
Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual corrective feedback on L2 pronunciation. System, 41(1), 25-37. DOI: 10.1016/j.system.2013.01.005
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Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399-423.
Firth, S. (1992). Pronunciation syllabus design: A question of focus. In P. Avery and S. Ehrlich (Eds.), Teaching American English Pronunciation (pp. 173-183). Oxford, UK: Oxford University Press.
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