references€¦ · web viewpronunciation: selected references (last updated 7 october 2019)...

The International Research Foundation for English Language Education

PRONUNCIATION: SELECTED REFERENCES(Last updated 7 October 2019)

Abercombie, D. (1949). Teaching pronunciation. ELT Journal, 3, 113-122. DOI: 10.1093/elt/iii.5.113

Acton, W., Baker, A., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation in-struction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234-244). Ames: Iowa State Univer-sity.

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, 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 inter-play of accent familiarity, comprehensibility, intelligibility, perceived native speaker sta-tus, 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.

177 Webster St., #220, Monterey, CA 93940 USAWeb: www.tirfonline.org / Email: [email protected]

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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.

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

Breitkreutz, J. A., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51-61.

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.

Brouwer, C. E. (2004). Doing pronunciation: A specific type of repair sequence. In R. Gardner,& J. Wagner (Eds.), Second language conversations (pp. 93–113). London, UK: Continuum.

Brown, A. (Ed). (1991). Teaching English pronunciation: A book of readings. London, England: Routledge.


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Brown, A. (1991). Functional load and the teaching of pronunciation. In A Brown (Ed.), Teaching English pronunciation: A book of readings (pp. 211-224). London, UK: Routledge.

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: Inter-disciplinary perspectives (pp. 37-53). Bristol, UK: Multilingual Matters.

Buck, G. (1989). Written tests of pronunciation: Do they work? ELT Journal, 43(1), 50-56. DOI: 10.1093/elt/43.1.50

Bueno Alastuey, M. C. (2010). Synchronous-voice computer-mediated communication: Effects on pronunciation. Calico Journal, 28(1), 1-20. DOI: 10.11139/cj.28.1.1-20

Bundgaard-Nielsen, R. L., Best, C. T., Kroos, C., & Tyler, M. D. (2012). Second language learners’ vocabulary expansion is associated with improved second language vowel intelligibility. Applied Psycholinguistics, 33, 643-664.

Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215.

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.

Carey, M. D., Mannell, R. H., & Dunn, P. K. (2011). Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews? Language Testing, 28(2), 201-219.

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


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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.

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.

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

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.

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.


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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: Interdisci-plinary 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.


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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.

Derwing, T. M., Thompson, R. I. & Munro, M. J. (2006). English pronunciation and fluency development in Mandarin and Slavic speakers. System, 34(2), 183-193. DOI: 10.1016/j.system.2006.01.005

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.

Derwing, T. M., & Rossiter, M.J. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1-18.

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.

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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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.

English Language Services Inc. (1966, 1967). Drills and exercises in English pronunciation (3 volumes). New York, NY: Collier MacMillan International.

Erdener, V. D., & Burnham, D. (2005). The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning, 55(2), 191-228.

Esling, J. H., & Wong, R. F. (1983). Voice quality settings and the teaching of pronunciation. TESOL Quarterly, 17(1), 89-96. DOI: 10.2307/3586426

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.

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.

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 http://www.eric.ed.gov/PDFS/ED427553.pdf

Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1-22.

Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2013). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal. Advance online publication. DOI: 10.1080/09571736.2013.784345

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Giegerich, H. J. (1992). English phonology: An introduction. Cambridge, UK: Cambridge University Press.

Gilbert, J. (1978). Gadgets: Some non-verbal tools for teaching pronunciation. TESL Reporter, 11(2), 6-7.

Gilbert, J. (1984). Clear Speech: Pronunciation and listening comprehension in North American English. New York, NY: Cambridge University Press. DOI: 10.1017/cbo9781139523172

Gilbert, J. B. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge, England: Cambridge University Press.

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