Pronunciation bibliography

Akahane-Yamada, R., Tohkura, Y., Bradlow, A., and Pisoni, D. (1996). Does training in speech perception modify speech production? In Proceedings of the International Conference on Spoken Language Processing, vol. 2, 606-609.

Akahane-Yamada, R. and Tajima, K. (2001). Language learning in the 21st century. Journal of the Communications Research Laboratory, 48(3), 39-43.

Altenberg, E.P. (2005). The perception of word boundaries in a second language. Second Language Research, 21(4), 325-358.

Baddeley, A., Gathercole, S., and Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.

Bongaerts, T., van Summeren, C., Planken, B., and Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19, 447-465.

Bowers, J.S., and Davis, C.J. (2004). Is speech perception modular or interactive. TRENDS in Cognitive Science, 8(1), 3-5.

Brown, C. (1998). The role of L1 grammar in the L2 acquisition of segmental structure. Second Language Research, 14(2), 136-193.

Brown, C. (2000). The interrelation between speech perception and phonological acquisition from infant to adult. In J. Archibald (Ed.)., Second language acquisition and linguistic theory. Oxford: Blackwell.

Brown, J.D. and Hilferty, A. (1986). Listening for reduced forms. TESOL Quarterly, 20(4), 759-763.

Carney, A., Widin, G., and Viemeister, N. (1977). Noncategorical perception of stop consonants differing in VOT. Journal of the Acoustical Society of America, 62(4), 961-970.

Chela-Flores, Bertha. (2001). Pronunciation and language learning: an integrative approach. IRAL, 39, 85-101.

Derwing, T.M., and Rossiter, M.J. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1-17.

Hahn, L.D. (2004). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223.

Hardison, D.M. (2005). Second-language spoken word identification: effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics, 26, 579-596.

Harnsberger, J.D. (2000). The influence of short-term and long-term memory on the identification and discrimination of non-native speech sounds. In Research on Spoken Language Processing, Progress Report No. 24, 21-41.

Ito, Y. (2001). Effect of reduced forms on ESL learners' input-intake processes. Second Language Studies, 20(1), 99-124.

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. ARAL, 24, 109-125.

Keys, K., and Walker, R. (2002). Ten questions on the phonology of English as an international language. ELT Journal, 56(3), 298-302.

Lambacher, S.G., Martens, W.L., Kakehi, K., Marasinghe, C.A., and Molholt, G. (2005). The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics, 26, 227-247.

Lively, S., Logan, J., and Pisoni, D. (1993). Training Japanese listeners to identify English /r/ and /l/. II: The role of phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94(3), 1242-1255.

Logan, J., Lively, S., and Pisoni, D. (1991). Training Japanese listeners to identify English /r/ and /l/: A first report. Journal of the Acoustical Society of America, 89(2), 874-886.

Marakova, V. (1996). Teaching English pronunciation to large groups of students: Some suggestions. ERIC, ED 416 678.

McClaskey, C., Pisoni, D., and Carrell, T. (1983). Transfer of training of a new linguistic contrast in voicing. Perception and Psychophysics, 34(4), 323-330.

Pisoni, D., Aslin, R., Perey, A, and Hennessy, B. (1982). Some effects of laboratory training on identification and discrimination of voicing contrasts in stop consonants. Journal of Experimental Psychology: Human Perception and Performace, 8(2), 297-314.

Robertson, P. (2003). Teaching English pronunciation skills to the Asian learner: A cultural complexity or subsumed piece of cake? Asian EFL Journal, 5(3). Retrieved March 3, 2005 from http://www.asian-efl-journal.com/june2003subpr.html.

Rosa, Moana. (2002). Don'cha know? A survey of ESL teachers' perspectives on reduced forms instruction. Second Language Studies, 21(1), 49-78.

Sanders, L.D., and Neville, H.J. (2000). Lexical, syntactic, and stress-pattern cues for speech segmentation. Journal of Speech, Language, and Hearing Research, 43, 1301-1321.

Sanders, L.D., Neville, H.J., and Woldorff, M.G. (2002). Speech segmentation by native and non-native speakers: the use of lexical, syntactic, and stress-pattern clues. Journal of Speech, Language, and Hearing Research, 45, 519-530.

Smith, L. and Rafiqzad, K. (1979). English for cross-cultural communication: The question of intelligibility. TESOL Quarterly, 13(3), 371-380.

Suter, R.W. (19??). Predictors of pronunciation accuracy in second language learning. Language Learning, 26(2), 233-253.

Taniguchi, M., and Abberton, E. (1999). Effect of interactive visual feedback on the improvement of English intonation of Japanese EFL learners. Speech, Hearing and Language: work in progress, 11, 76-89.

Wang, Y., Spence, M., Jongman, A., and Sereno, J. (1999). Training American listeners to perceive Mandarin tones. Journal of the Acoustical Society of America, 106(6), 3649-3658.

Young-Scholten, M., and Archibald, J. (2000). Second language syllable structure. In J. Archibald (Ed.), Second language acquisition and linguistic theory. Oxford: Blackwell.

Yorozuya, R. (2001). A key to native-like pronunciation: do children hear L2 sounds better. HELES Journal, 1, 21-34.