The Effects of Pronunciation Instruction on the Accuracy, Fluency, and Complexity of L2 Accented Speech.

By Tracey M. Derwing, Marian J. Rossiter. 2003

271 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b16c3ff04950e43f02b340c4baf67f6c5c774bb9

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Citations in the corpus

Complexity, accuracy and fluency in second language acquisition (2009, background): “…of age, instruction, individuality features, task type, as well as studies on the effects of learning context (e.g. Bygate 1999; Collentine 2004; Derwing and Rossiter 2003; Skehan and Foster 1999; Freed 1995; Freed, Segalowitz and Dewey 2004; Kuiken and Vedder 2007; Muñoz 2006; Spada and Tomita…”
Phonological Awareness and Speech Comprehensibility: An Exploratory Study (2007, background): “Most FonF research has been done on acquisition of grammar and vocabulary rather than phonology, but key researchers like Doughty and Williams (1998) assume that FonF principles apply to all types of language form, including phonology and discourse. Long and Robinson (1998), in a review of FonF rese”
Second Language Fluency: Judgments on Different Tasks (2004, background): “Although prosodic accuracy contributes to the overall impression of fluency (Derwing & Rossiter, 2003; Wennerstrom, 1998, 2000), it is unlikely to vary much over a period of a few minutes, unlike fluency itself, which is subject to a wide range of influences (including knowledge of the content…”
IDENTIFYING A FOREIGN ACCENT IN AN UNFAMILIAR LANGUAGE (2007, unknown): “…Snow & Hoefnagel-Höhle, 1977; Yeni-Komshian, Flege, & Liu, 2000!, length of residence ~Asher & García; Flege & Fletcher, 1992!, formal instruction ~Derwing & Rossiter, 2003; Moyer, 1999!, experience ~Moyer, 2004!, comprehensibility ~Derwing, Rossiter, Munro, & Thomson, 2004; Major,…”
The Effectiveness of L2 Pronunciation Instruction: A Narrative Review (2015, methodology): “Derwing et al. 1998). Spontaneous speaking tasks (e.g. conversation) were used in 20 per cent of the studies; 13 per cent used this task exclusively (e.g. Underwood and Wallace 2012). Some assessments allowed planning time. For example, Perlmutter’s (1989) learners engaged in a one-minute discussion”
Why is Pronunciation So Difficult to Learn (2011, background): “They showed that 30 language learners could alter their pronunciation in a reading task (Derwing & Rossiter, 2003).”
ACOUSTIC ANALYSIS OF THE PRODUCTION OF UNSTRESSED ENGLISH VOWELS BY EARLY AND LATE KOREAN AND JAPANESE BILINGUALS (2006, background): “…accentedness, comprehensibility, and fluency to a greater extent than instruction that focuses on segmental features ~Derwing,Munro, & Wiebe, 1998; Derwing & Rossiter, 2003!+ English prosodic rhythm has traditionally been classified as stress-timed+ Although no true isochrony between stressed…”
A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction (2012, background): “They showed that 30 language learners could alter their pronunciation in a reading task (Derwing & Rossiter, 2003).”
Putting accent in its place: Rethinking obstacles to communication (2008, background): “In a Canadian study of 100 adult ESL learners (Derwing 2003), 97% strongly agreed that it is important to pronounce English well, and 95% said that they wanted to sound like a native speaker.”
Intelligibility studies: a consideration of empirical and ideological issues (2007, background): “…gravity” studies attempting to isolate the role of particular linguistic features relative to others in the determination of intelligibility have consistently pointed to the importance of the pronunciation component (Fayer and Krasinski, 1987; Suenobu et al., 1992; Derwing and Rossiter, 2003).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, background): “…formal instruction has been shown to be significant for L2 accent (Bongaerts et al., 1997; Moyer, 1999, 2004; Thompson, 1991), with suprasegmental training on stress, pitch and intonation of particular benefit (Derwing & Rossiter, 2003; Elliott, 1997; Missaglia, 1999; Moyer, 1999, 2004).”
Cross-linguistic influence in L3 phonological acquisition (2010, result): “This hypothesis is in line with many findings in second language acquisition research that have shown that explicit instruction and language awareness raising improves L2 prosody dramatically (e.g. Derwing, Munro, & Wiebe, 1998; Derwing & Rossiter, 2003; Missaglia, 1999; Moyer, 1999).”
Changing Contexts and Shifting Paradigms in Pronunciation Teaching (2005, background): “Recent carefully designed studies have shown some support for the superiority of suprasegmental instruction in ESL contexts (e.g., Derwing & Rossiter, 2003).”