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Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Simon Fraser University, Vancouver, British Columbia (August 24–25, 2012)
Introduction
Pronunciation and Assessment
John Levis and Kimberly LeVelle
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Presentation
nteractive Alignment: Implications for the Teaching and Learning of Second Language Pronunciation
Pavel Trofimovich
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Relative Impact of Pronunciation Features on Ratings of Non-Native Speakers’ Oral Proficiency
Okim Kang
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Versant and Advanced L2 Speakers’ Ratings of Japanese Learners’ Oral English
Akiko Okamura
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Teachers’ Views on Their Professional Training and Assessment Practices: Selected Results From the English Pronunciation Teaching in Europe Survey
Anastazija Kirkova-Naskova, Elina Tergujeff, Dan Frost, Alice Henderson, Alexander Kautzsch, David Levey, Deirdre Murphy and Ewa Waniek-Klimczak
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Acoustic Cues for English Lexical Stress Perception by Mandarin Native Speakers: A Critical Review
Sibo Chen
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Confusion as a Complement to Intelligibility Research
Ettien Koffi
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Phonetic Imitation of L2 Vowels in a Rapid Shadowing Task
Arkadiusz Royjczyk
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Visualization of Tone for Learning Mandarin Chinese
Dorothy M. Chun, Yan Jiang and Natalia AÌvila
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Imitation/Self-Imitation in Computer-Assisted Prosody Training for Chinese Learners of L2 Italian
Anna De Meo, Marilisa Vitale, Massimo Pettorino, Francesco Cutugno and Antonio Origlia
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Improving Oral Proficiency by Raising Metacognitive Awareness With Recordings
Jessica S. Miller
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
English L2 Vowel Acquisition Over Seven Years
Murray J. Munro, Tracey M. Derwing and Kazuya Saito
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
The Development of /_/, a Variable Geographic Phonetic Feature, During a Semester Abroad: The Role of Explicit Instruction
Angela George
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Late ESL Learners’ Difficulties of Distinction Between Lax and Tense Vowels
Daniel Change and Calvin Weng
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Prosodic Pitfalls When Learning Swedish as a Second Language
Elisabeth Zetterholm
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Pronunciation Instruction and Syllabic-Pattern Discrimination
Rosane Silveira
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Liaison in L2 French: The Effects of Instruction
Jessica L. Sturm
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
The Role of Pronunciation Instruction on the Acquisition of Liaisons by Anglophone Speakers.
Nadine de Moras
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Scaffolding Students’ Self-Regulated Efforts for Effective Pronunciation Practice
Veronica G. Sardegna and Alison McGregor
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Pronunciation Teaching and Learning: Effects of Explicit Phonetic Instruction in the L2 Classroom
Joshua Gordon, Isabelle Darcy and Doreen Ewert
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Incorporating Pronunciation in the First-Year Spanish Classroom: An Early Intervention
Ann Aly Bailey and Anel Brandl
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
ESL Teachers’ Beliefs and Practices in Pronunciation Teaching: Confidently Right or Confidently Wrong?
Ron I. Thomson
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Preliminaries to Haptic-Integrated Pronunciation Instruction
William Acton, Amanda Baker, Michael Burri and Brian Teaman
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Integrating Fluent Pronunciation Use Into Content-Based ESL Instruction: Two Case Studies
Amanda Baker
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment
Pronunciation From the Perspective of Pre-Service EFL Teachers: An Analysis of Internship Reports
Larissa Buss
2013-01-01 Volume 4 • 2013 • Setting the Course for Pronunciation Teaching and Assessment