Articles based on publication years
2018
- Gilbert, J. (2018). Helping students pronounce printed English words. MAXTESOL Journal, 42(1), 1-10.
- 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.
- 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
- 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.
- 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.
- Foote, J. A., McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.
- Fouz González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.
- 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.
- 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.
- 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.
- Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the US. Foreign Language Annals, 50(2), 410-432.
- Isaacs, T., & Harding, L. (2017). Pronunciation assessment. Language Teaching, 50, 347–366.
- Isaacs, T., Trofimovich, P., & Foote, J. A. (2017). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing.
- 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.
- 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)
- 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.
- 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.
- 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.
- 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.
- 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.
- Nagle, C. (2017). Individual developmental trajectories in the L2 acquisition of Spanish spirantization. Journal of Second Language Pronunciation, 3(2), 218-241.
- 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)
- 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.
- 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.
- 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)
- Sewell, A. (2017). Functional load revisited: Reinterpreting the findings of 'lingua franca' intelligibility studies. Journal of Second Language Pronunciation, 3(1), 57-79.
- Shi, L., Baker, A., & Chen, H. (2017). Chinese EFL teachers’ cognition about the effectiveness of genre pedagogy: A case study. RELC Journal.
- 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
- 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.
- 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.
- Burri, M., & Baker, A. (2016). Teaching rhythm and rhythm grouping: The butterfly technique. English Australia Journal, 31(2), 72-77.
- 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.
- Couper, G. (2016). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues.TESOL Quarterly, 51(4), 820-843.
- Couper, G. (2016). Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay. Journal of Second Language Pronunciation, 2(1), 29-55.
- Darcy, I., Mora, J. C., & Daidone, D. (2016). The role of inhibitory control in second language phonological procession. Language Learning, 66(4), 741-773.
- Deterding, D., & Nur Raihan, M. (2016). Spelling pronunciation in English. ELT Journal, 17.
- 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.
- Deterding, D., & Nur Raihan, M. (2016). The Lingua Franca Core and Englishes in East and Southeast Asia. Asiatic, 10(2), 60–77.
- 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.
- 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.
- 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.
- Huensch, A. (2016). Perceptual phonetic training improves production in larger discourse contexts. Journal of Second Language Pronunciation, 2(2), 183-207.
- Levis, J. M. (2016). Research into practice: How research appears in pronunciation teaching materials. Language Teaching, 49(3), 423-437.
- 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.
- Lima, E. F. (2016). Comprehensibility and liveliness in nonnative student oral presentations before and after training: A mixed methods study. System, 63, 121–133.
- 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.
- McCrocklin, S. (2016). Pronunciation learner autonomy: The potential of automatic speech recognition. System, 57, 25-42.
- McCrocklin, S., & Link, S. (2016). Accent, Identity, and a Fear of Loss? ESL Students’ Perspectives.Canadian Modern Language Review, 72(1), 122-148.
- Mompean, J. A. & Fouz González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.
- Nur Raihan, M., & Deterding, D. (2016). The pronunciation of Brunei English. World Englishes, 35(4), 519–528.
- 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.
- 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
- Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International Education Studies, 8(11), 63-76.
- Alghazo, S. M. (2015). The role of curriculum design and teaching materials in pronunciation learning. Research in Language, 13(3), 316-333.
- 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.
- Burri, M. (2015). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66-87.
- Burri, M. (2015). "My perspective changed dramatically": A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19-37.
- 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.
- Cobb, K., & Simonet, M. (2015). Adult second language learning of Spanish vowels. Hispania, 98(1), 47-60.
- 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.
- Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49, 814–837.
- 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.
- 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.
- Holliday, J. J. (2015). A longitudinal study of the second language acquisition of a three-way stop contrast. Journal of Phonetics, 50, 1-14.
- 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.
- 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.
- Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681-706.
- 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.
- 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.
- Levis, J. (2015). Learners' views of social issues in pronunciation learning. Journal of Academic Language and Learning, 9(1), 42-55.
- Linebaugh, G., & Roche, T. B. (2015). Evidence that L2 pronunciation training can enhance perception. Journal of Academic Language and Learning, 9(1), 1-17.
- 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.
- 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.
- 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.