Pronunciation for Teachers
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Articles based on publication years 

2018

  1. Gilbert, J. (2018). Helping students pronounce printed English words. MAXTESOL Journal, 42(1), 1-10.
  2. Qian, M., Chukharev-Hudalainen, E., & Levis, J. (2018). A system for adaptive high-variability segmental-perceptual training: implementation, effectiveness, and transfer. Language Learning and Technology, 22(1), 69-96.
  3. Smith, B.L., Hayes-Harb, R., & Johnson, E. M. (2018). ESL learners’ acoustic variability in producing American English tense and lax vowels. Journal of Second Language Pronunciation. (issue and volume number to be announced)

2017

  1. Burri, M., Baker, A., & Chen, H. (2017). "I feel like a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction.Journal of Second Language Pronunciation, 3(1), 109-136.
  2. ​Burri, M., Chen, H., & Baker, A. (2017). Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. The Modern Language Journal, 101(1), 1-15.
  3. Foote, J. A., McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.
  4. Fouz González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663. ​
  5. Godfroid, A., Lin, C., & Ryu, C. (2017). Hearing and seeing tone through color: An efficacy study of web-based, multimodal Chinese tone perception training. Language Learning, 67(4), 819-857.
  6. Gurzynski-Weiss, L., & Long, A., & Solon, M. (2017). TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? Studies in Second Language Acquisition, 39(2), 213-224.
  7. Hacking, J. F., Smith, B. L., & Johnson, E. M. (2017). Utilizing electropalatography to train palatalized versus unpalatalized consonant productions by native speakers of American English learning Russian. Journal of Second Language Pronunciation, 3(1), 9-33.
  8. Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the US. Foreign Language Annals, 50(2), 410-432. 
  9. Isaacs, T., & Harding, L. (2017). Pronunciation assessment. Language Teaching, 50, 347–366. ​
  10. Isaacs, T., Trofimovich, P., & Foote, J. A. (2017). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing.
  11. Jung, Y., Kim, Y., & Murphy, J. (2017). The role of task repetition in learning word-stress patterns through auditory priming tasks. Studies in Second Language Acquisition, 39(2), 319-346.
  12. Kang, O., Thomson, R. I., & Moran, M. (2017). Empirical approaches to measuring the intelligibility of different varieties of English in predicting listener comprehension. Language Learning, (issue and volume number to be announced)
  13. Loewen, S., Isbell, D. R. (2017). Pronunciation in face-to-face and audio-only synchronous computer-mediated learner interactions. Studies in Second Language Acquisition, 39(2), 225-256.
  14. Ludwig, A., & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167-198.
  15. McAndrews, M. M., & Thomson, R. I. (2017). Establishing an empirical basis for priorities in pronunciation teaching. Journal of Second Language Pronunciation, 3(2), 267-287.
  16. Menke, M. R. (2017). Phonological development in two-way bilingual immersion: The case of Spanish vowels. Journal of Second Language Pronunciation, 3(1), 80-108.
  17. Mora, J., & Levkina, M. (2017). Task-based pronunciation teaching and research: Key issues and future directions. Studies in Second Language Acquisition, 39(2), 381-399.
  18. Nagle, C. (2017). Individual developmental trajectories in the L2 acquisition of Spanish spirantization. Journal of Second Language Pronunciation, 3(2), 218-241.
  19. Nagle, C. (2017). Examining the temporal structure of the perception-production link in second language acquisition: A longitudinal study. Language Learning. (issue and volume number to be announced)
  20. Parlak, Ö., & Ziegler, N. (2017). The impact of recasts on the development of primary stress in a synchronous computer-mediated environment. Studies in Second Language Acquisition, 39(2), 257-285.
  21. Saito, K. (2017). Effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67(3), 665-693.
  22. Sardegna, V. G., Lee, J., & Kusey, C. (2017). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning. (issue and volume number to be announced)
  23. ​Sewell, A. (2017). Functional load revisited: Reinterpreting the findings of 'lingua franca' intelligibility studies. Journal of Second Language Pronunciation, ​3(1), 57-79.
  24. Shi, L., Baker, A., & Chen, H. (2017). Chinese EFL teachers’ cognition about the effectiveness of genre pedagogy: A case study. RELC Journal. ​
  25. Solon, M., Long, A. Y., & Gurzynski-Weiss, L. (2017). Task complexity, language-related episodes, and production of L2 Spanish vowels. Studies in Second Language Acquisition, 39(2), 347-380.

2016

  1. Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. The Modern Language Journal, 100(3), 585-609.
  2. Baker, A. & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers’ beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19.
  3. Burri, M., & Baker, A. (2016). Teaching rhythm and rhythm grouping: The butterfly technique. English Australia Journal, 31(2), 72-77.
  4. Chan, J. Y. (2016). A Multi‐perspective investigation of attitudes towards English accents in Hong Kong: Implications for pronunciation teaching. TESOL Quarterly, 50(2), 285-313.
  5. Couper, G. (2016). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues.TESOL Quarterly, 51(4), 820-843.
  6. Couper, G. (2016). Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay. Journal of Second Language Pronunciation, 2(1), 29-55.
  7. Darcy, I., Mora, J. C., & Daidone, D. (2016). The role of inhibitory control in second language phonological procession. Language Learning, 66(4), 741-773.
  8. Deterding, D., & Nur Raihan, M. (2016). Spelling pronunciation in English. ELT Journal, 17.
  9. Deterding, D., & Nur Raihan, M. (2016). The role of vowel quality in ELF misunderstandings. Journal of English as a Lingua Franca, 5(2), 291–307.
  10. Deterding, D., & Nur Raihan, M. (2016). The Lingua Franca Core and Englishes in East and Southeast Asia. Asiatic, 10(2), 60–77. 
  11. Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181-196.
  12. Hayes-Harb, R., & Cheng, H-W. (2016) The influence of the Pinyin and Zhuyin writing systems on the acquisition of Mandarin word forms by native English speakers. Frontiers in Psychology, 7.
  13. Hayes-Harb, R. & Durham, K. (2016). Native English speakers’ perception of Arabic emphatic consonants and the influence of vowel context.Foreign Language Annals, 49, 3, 557-572.
  14. Huensch, A. (2016). Perceptual phonetic training improves production in larger discourse contexts. Journal of Second Language Pronunciation, 2(2), 183-207.
  15. Levis, J. M. (2016). Research into practice: How research appears in pronunciation teaching materials. Language Teaching, 49(3), 423-437.
  16. 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.
  17. Lima, E. F. (2016). Comprehensibility and liveliness in nonnative student oral presentations before and after training: A mixed methods study. System, 63, 121–133.
  18. Martin, C., Borges, V., & Levis, J. (2016). The design of an instrument to evaluate software for EFL/ESL pronunciation teaching. Ilha do Desterro, 69(1), 141-160.
  19. McCrocklin, S. (2016). Pronunciation learner autonomy: The potential of automatic speech recognition. System, 57, 25-42.
  20. McCrocklin, S., & Link, S. (2016). Accent, Identity, and a Fear of Loss? ESL Students’ Perspectives.Canadian Modern Language Review, 72(1), 122-148.
  21. Mompean, J. A. & Fouz González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.
  22. Nur Raihan, M., & Deterding, D. (2016). The pronunciation of Brunei English. World Englishes, 35(4), 519–528.
  23. Saito, K., & Shintani, N. (2016). Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech?. TESOL Quarterly, 50(2), 421-446.​​
  24. Trofimovich, P., Isaacs, T., Kennedy, S., Saito, K., & Crowther, D. (2016). Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19, 22–140.

2015

  1. Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International Education Studies, 8(11), 63-76.
  2. Alghazo, S. M. (2015). The role of curriculum design and teaching materials in pronunciation learning. Research in Language, 13(3), 316-333.
  3. ​​Bassetti, B., Escudero, P., & Hayes-Harb, R. (2015). Second language phonology at the interface between acoustic and orthographic input. Introduction to special issue of Applied Psycholinguistics, 36, 1, 1-6.
  4. Burri, M. (2015). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66-87.
  5. Burri, M. (2015). "My perspective changed dramatically": A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19-37.
  6. Carey, M. D., Sweeting, A., & Mannell, R.H. (2015). An L1 point of reference approach to pronunciation modification: Learner-centred alternatives to ‘listen and repeat’. Journal of Academic Language and Learning, 9(1), 18-30.
  7. Cobb, K., & Simonet, M. (2015). Adult second language learning of Spanish vowels. Hispania, 98(1), 47-60.
  8. Crowther, D., Trofimovich, P, Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? The Modern Language Journal, 99(1), 80-95.
  9. ​Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49, 814–837.
  10. Hayes-Harb, R. & J.F. Hacking (2015a). Beyond rating data: What do listeners believe underlies their accentedness judgments?Journal of Second Language Pronunciation, 1, 1, 43-64.
  11. Hayes-Harb, R. & Hacking, J. F. (2015b). The influence of written stress marks on native English speakers’ acquisition of Russian lexical stress contrasts. Slavic and East European Journal, 59, 1, 91-109.
  12. Holliday, J. J. (2015). A longitudinal study of the second language acquisition of a three-way stop contrast. Journal of Phonetics, 50, 1-14.
  13. Huensch, A., & Tremblay, A. (2015). Effects of perceptual phonetic training on the perception and production of second language syllable structure. Journal of Phonetics, 52, 105-120.
  14. Ishamina, A., & Deterding, D. (2015). The role of noun phrases in misunderstandings in Brunei English in ELF settings. Journal of English as a Lingua Franca, 4(2), 283–308.​
  15. Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681-706.
  16. Lear, E., Carey, M., & Couper, G. (2015). Introduction to special issue: New directions in pronunciation theory and practice. Journal of Academic Language and Learning, 9(1), E-1-E-3.
  17.  Lee, J., Murphy, J., & Baker, A. (2015). "Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) reconceptualization of the knowledge base of second language teacher education. TESL Canada Journal, 33(1), 1-21.
  18. Levis, J. (2015). Learners' views of social issues in pronunciation learning. Journal of Academic Language and Learning, 9(1), 42-55.
  19. Linebaugh, G., & Roche, T. B. (2015). Evidence that L2 pronunciation training can enhance perception. Journal of Academic Language and Learning, 9(1), 1-17.
  20. Kennedy, S., Foote, J. A., Buss, S., & Dos, L. K. (2015). Second language speakers at university: Longitudinal development and rater behaviour. TESOL Quarterly, 49(1), 199-209.
  21. Macdonald, S. (2015). "The tutor never asked me questions": Pronunciation and student positioning at university. Journal of Academic Language and Learning, 9(1), 31-41.
  22. Showalter, C. & Hayes-Harb, R. (2015). Native English speakers learning Arabic: The influence of novel orthographic information on second language phonological acquisition.Applied Psycholinguistics 36, 1, 23-42.
    ​

2014

  • Baker, A. (2014). Exploring teachers' knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136-163.
  • 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.
  • Frost, D. & F. Picavet. (2014). Putting prosody first – some practical solutions to a perennial problem: the Innovalangues project. Research in Language 12(3), 1-11.
  • Henderson, A., & Jarosz, A. (2014). Desperately seeking a communicative approach: English pronunciation in a sample of French and Polish secondary school textbooks. Research in Language, 12(3), 261-278.
  • Lee, J., Jang, J., & Plonsky, L. (2014). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.
  • Moyer, A. (2014). Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35(4), 418-440.
  • Thomson, R. I., & Derwing, T. M. (2014). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344.
  • Wu, X., Munro, M. J., & Wang, Y. (2014). Tone assimilation by Mandarin and Thai listeners with and without L2 experience. Journal of Phonetics, 46, 86-100.
  • Yanagi, M. & Baker, A. (2016). Challenges experienced by Japanese students with oral communication skills in Australian universities. TESOL Journal, 7(3), 621-644. ​

2013

  • Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2013). How well do general-skills ESL textbooks address pronunciation?. TESL Canada Journal, 30(1), 22.
  • Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A 7‐year study. Language Learning, 63(2), 163-185.
  • Isaacs, T., & Thomson, R. I. (2013). Rater experience, rating scale length, and judgments of L2 pronunciation: Revisiting research conventions. Language Assessment Quarterly, 10(2), 135-159.
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