A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language

By J. Jenkins. 2002

700 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/fe8a90110cba676a40e0c2a8a24a7024edc67ce2

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English (2010, background): “…Language Journal, 94, 4, (2010) DOI: 10.1111/j.1540-4781.2010.01091.x 0026-7902/10/554–566 $1.50/0 C©2010 The Modern Language Journal Comprehensibility is generally regarded as the listener’s ability to understand the meaning of an utterance in its context (J. Jenkins, 2002; Smith & Nelson, 1985).”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “Although preliminary work in this area is available (Jenkins, 1998, 2000, 2002, 2005), research is far from codifying an EIL variety and may never be able to do so.”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “Pedagogical Importance of English /®/ Some researchers emphasized the relative importance of suprasegmentals in successful L2 communication (e.g., Derwing et al., 1998; cf. Jenkins, 2000, 2002).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, background): “For English, Jenkins (2000, 2002) has proposed that some phonemic distinctions are ‘core’ to successful communication, based on her studies of interactions between native and non-native speakers.2 Jenkins’ conclusion is that certain (language-specific) features must be accurately produced and…”
Language Matters in Global Communication (2007, background): “Based on speech collected from a wide range of NNSs, Jenkins (1998, 2000, 2002, 2004), for example, has defined a particular lingua franca core, to which she assigns such elements as maintenance of the contrast between long and short vowels, such as the /i/ and /i:/ sounds in the words live and leav”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “Whereas some scholars have worked on elaborating a list of prioritized segmental features for intelligibility, especially in communication between non-native speakers (Jenkins, 2002), a great deal of attention has been directed towards investigating the importance of teaching suprasegmentals (the fo”