For English Language Education s2

The International Research Foundation

for English Language Education

PRONUNCIATION: SELECTED REFERENCES

(last updated 19 October 2011)

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.

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

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

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 (Org.). English with a Latin beat: Studies in Portuguese/Spanish – English interphonology (pp. 73-89). Amsterdam: John Benjamins.

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

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.

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

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

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

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

Canepari, L. (2010). The pronunciation of English around the world: Geo-social applications of the natural phonetics and tonetics method. Muenchen: 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: Cambridge University Press.

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

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

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

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: 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., & 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.

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.

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

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

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

Florez, M.A.C. (1998). Improving adult ESL learners’ pronunciation skills. ERIC Digest ED-LE-98-04.

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: 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: 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.

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: Cambridge University Press.

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

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.

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

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

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.

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: Harper & Row.

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

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.

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

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: 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). Mastering the sounds of the language. In Language teaching methodology: A textbook for teachers (pp. 100-115). New York: Prentice Hall.

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

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

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

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.

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.

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.

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 [Electronic version]. View[z]: Vienna English Working Papers, 10(2), 56-68.

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

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: Foris.

Van Weeren, J., & Theunissen, T.J. J. M. (1987). Testing pronunciation: An application of generalizability theory. Language Learning, 37(1), 109-122.

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

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: Oxford University Press.

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

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

Zhou, W. (2010). The production of L2 vowels by Chinese EFL learners: An acoustic perspective on pre-fortis clipping. Asian Journal of English Language Teaching, 20, 81-94.

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