Second Language Accent and Pronunciation Teaching: A Research- Based Approach.

By Tracey M. Derwing, Murray J. Munro. 2005

1,069 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e3878ec84d215ba9bcad245b41d3242e957f856a

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “Derwing and Munro ( 2005 ) emphasized the importance of EI in the context of pronunciation teaching and claimed that “students learning L2 pronunciation benefi t from being explicitly taught phonological form to help them notice the difference between their own productions and those of profi cient…”
Beliefs and practices of Brazilian EFL teachers regarding pronunciation (2016, background): “‘Accentedness’ is defined as the perceived difference between the speaker’s accent and that of the native-speaking community (Derwing & Munro, 2005).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, result): “…little hope of finding a standardised approach to pronunciation instruction, and despite decades of research, contradictory findings have uncovered more questions than answers when it comes to explaining the pervasiveness of accent for late second language (L2) learners (see Derwing & Munro, 2005).”
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness (2017, background): “…we report findings from a study in which we examined how a drama-based EFL program impacts three dimensions of oral communication: fluency, comprehensibility, and accent, which are widely accepted as important correlates of oral proficiency (for an overview, see Derwing & Munro, 2005, 2014).”
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English (2010, background): “…of the key role that suprasegmental differences in speaking rates, pitch patterns (i.e., intonation), and pausing phenomena play in comprehensibility and listeners’ assessments—as opposed to segmental phonetic phenomena (Anderson-Hsieh, Johnson, & Koehler, 1992; Derwing & Munro, 1997, 2005).”
Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance (2012, background): “For example, certain suprasegmental elements of prosody, which are known to contribute significantly to nonnative speaker’s (NNS) comprehensibility and communication (Derwing & Munro, 2005), can be mostly objectively detected via instrumentation (e.g., Levis & Pickering, 2004).”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “As Derwing and Munro (2005) pointed out, “just as students learning certain grammar points benefit from being explicitly instructed.”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “…instruction by conducting quasi-experimental studies in actual classrooms (e.g., Couper, 2006; Elliott, 1997; Macdonald, Yule, & Powers, 1994; Neri, Mich, Gerosa, & Giuliani, 2008; for summaries of classroom studies of pronunciation teaching, see Derwing & Munro, 2005; Setter & Jenkins, 2005).”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, methodology): “Furthermore, some may even wish to go beyond this (Derwing & Munro, 2005).”
Utopian Goals for Pronunciation Teaching (2015, background): “INTRODUCTION In recent years several researchers and practitioners have pointed out that pronunciation seems to be the orphan of second language research and teaching (Derwing & Munro, 2005).”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “TESOL QUARTERLY848 the limited amount of research and the lack of adequate teacher training (Derwing & Munro, 2005), the current study was a first attempt at conducting a research synthesis of 15 quasi-experimental studies which investigated effects of instruction on L2 pronunciation development.”