The teaching of pronunciation

By P. Zepeda, Bertha Guadalupe. 2010

372 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3f9e4dbeb3e60c35ccdab0d8a149b14d420aebb8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English (2010, background): “There has been a debate concerning ranges about the relative salience of segmental versus suprasegmental production for oral proficiency (Goodwin, 2001).”
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010 (2012, result): “Although this argument had been made in earlier eras (Abercrombie, 1949), there was little empirical evidence to sustain support for pronunciation instruction.”
Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students (2008, background): “As early as 1949, Abercrombie defined ‘comfortably intelligible’ as ‘a pronunciation which can be understood with little or no conscious effort on the part of the listener’ (p. 120). Several pronunciation proponents have reaffirmed his view that ‘language learners need no more than a comfortably int”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “…as priorities (Jenkins, 2002, 2007; Levis & Grant, 2003; Murphy, 2004); (d) target pronunciation models such as providing learners with a variety of NS and/or NNS models (Pickering, 2006; Scales, Wennerstrom, Richard, & Wu, 2006); and (e) setting realistic goals for learners (Goodwin, 2001).”
Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “For English, the following have been recognized as central aspects for a pronunciation curriculum (for instance, see Goodwin, 2014): 1.”