Language awareness and second language pronunciation: a classroom study

By Sara Kennedy, P. Trofimovich. 2010

124 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/60e5837b3f5a6c42915ec057a4eeba7dbec4e0df

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Kazuya Saito
2. P. Trofimovich
3. T. Isaacs
4. Isabelle Darcy
5. Dustin Crowther
6. Luke Plonsky
7. Yukie Saito
8. John M. Levis

In Language and Linguistics

1. Kazuya Saito
2. P. Trofimovich
3. T. Isaacs
4. Isabelle Darcy
5. Luke Plonsky
6. Dustin Crowther
7. Yukie Saito
8. John M. Levis

Citations in the corpus

• Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “Higher phonological awareness has been shown to relate to higher comprehensibility ratings (Kennedy & Trofimovich, 2010).”
• Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “For example, Derwing et al. (1997, 1998) and Kennedy and Trofimovich (2010) showed that pronunciation instruction delivered over one semester can enhance the overall comprehensibility of students’ L2 utterances (i.e., how easy it is to understand what they say) instead of reducing their degree of…”
• DECONSTRUCTING COMPREHENSIBILITY (2012, background): “…that contribute to comprehensibility could help L2 teachers set instructional targets, integrate pronunciation with the teaching of other linguistic skills (e.g., grammar, vocabulary), and inform formative assessment practices (Isaacs, 2009 ; Kennedy & Trofi movich, 2010 ; Saito & Lyster, 2011 ).”