Article published in:
Journal of Second Language Pronunciation
Vol. 2:1 (2016) ► pp. 108142
Cited by

Cited by 3 other publications

Hansen Edwards, Jette, Ka Long Roy Chan, Toni Lam & Qian Wang
2021. Social Factors and the Teaching of Pronunciation: What the Research Tells Us. RELC Journal 52:1  pp. 35 ff. Crossref logo
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
2018. Language learning and study abroad. Language Teaching 51:4  pp. 439 ff. Crossref logo
Tsunemoto, Aki, Pavel Trofimovich & Sara Kennedy
2020. Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research  pp. 136216882093727 ff. Crossref logo

This list is based on CrossRef data as of 25 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

References

References

Barcelos, A.M.F.
(2003) Researching beliefs about SLA: A critical review. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7–33). Dordrecht, NL: Kluwer. CrossrefGoogle Scholar
Derwing, T.M.
(2003) What do ESL students say about their accents? Canadian Modern Language Review, 59, 547–566. CrossrefGoogle Scholar
Díaz-Campos, M.
(2004) Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition, 26, 249–273. CrossrefGoogle Scholar
Dörnyei, Z.
(2003) Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations and motivations in language learning (pp. 3–32). Oxford: Blackwell.Google Scholar
Duff, P.A.
(2008) Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.Google Scholar
Eckman, F.
(1987) Markedness and the contrastive analysis hypothesis. In G. Ioup & S. Weinberger (Eds.), Interlanguage phonology (pp. 55–69). Rowley, MA: Newbury House.Google Scholar
Firth, A., & Wagner, J.
(1997) On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300. CrossrefGoogle Scholar
Flick, U., von Kardorff, E., & Steinke, I.
(2004) What is qualitative research? An introduction to the field. In U. Flick, E. von Kardorff, & I. Steinke (Eds.), A companion to qualitative research (pp. 3–11). London: Sage.Google Scholar
Furman, N., Goldberg, D., & Lusin, N.
(2010) Enrollments in languages other than English in United States institutions of higher education, fall 2009. Modern Language Association. Retrieved April 24 2015.Google Scholar
Gatbonton, E., Trofimovich, P., & Magid, M.
(2005) Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. CrossrefGoogle Scholar
Geeslin, K.L., & Gudmestad, A.
(2008) The acquisition of variation in second-language Spanish: An agenda for integrating the studies of the L2 sound system. Journal of Applied Linguistics, 5(2), 137–157.Google Scholar
George, A.
(2014) Study abroad in central Spain: The development of regional phonological features. Foreign Language Annals, 47(1), 97–114. CrossrefGoogle Scholar
Hansen Edwards, J.G.
(2008) Social factors and variation in production in L2 phonology. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 251–279). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Hansen Edwards, J.G., & Zampini, M.L.
(2008) Introduction. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 1–11). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Institute of International Education
(2014) Top 25 destinations of U.S. study abroad students, 2011/12 -2012/13. Open Doors Report on International Educational Exchange. Retrieved April 24, 2015.Google Scholar
Jackson, J.
(2008) Language, identity and study abroad: Sociocultural perspectives. London: Equinox.Google Scholar
Kennedy, S., Blanchet, J., & Trofimovich, P.
(2014) Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79–96. CrossrefGoogle Scholar
Kinginger, C.
(2009) Language learning and study abroad: A critical reading of research. Houndmills: Palgrave Macmillian. CrossrefGoogle Scholar
Knouse, S.M.
(2012) The acquisition of dialectal phonemes in a study abroad context: The case of the Castilian theta. Foreign Language Annals, 45(4), 512–542. CrossrefGoogle Scholar
Kramsch, C.
(2009) The multilingual subject. Oxford, UK: Oxford University Press.Google Scholar
Levis, J.M.
(2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. CrossrefGoogle Scholar
Lieblich, A., Tuval-Mashiach, R., & Zilber, T.
(1998) Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.Google Scholar
Lord, G.
(2010) The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals, 43(3), 488–503. CrossrefGoogle Scholar
Lybeck, K.
(2002) Cultural identification and second language pronunciation of Americans in Norway. The Modern Language Journal, 86(2), 174–191. CrossrefGoogle Scholar
Martinsen, R.A., Alvord, S.M., & Tanner, J.
(2014) Perceived foreign accent: Extended stays abroad, level of instruction, and motivation. Foreign Language Annals, 47(1), 66–78. CrossrefGoogle Scholar
Marx, N.
(2002) Never quite a ‘native speaker’: Accent and identity in the L2 – and the L1. The Canadian Modern Language Review, 59(2), 264–281. CrossrefGoogle Scholar
Moyer, A.
(2004) Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon, UK: Multilingual Matters.Google Scholar
(2013) Foreign accent: The phenomenon of non-native speech. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Müller, M.
(2013) Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals, 46(2), 213–229. CrossrefGoogle Scholar
Müller, M., & Schmenk, B.
in press). Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. International Journal of Applied Linguistics.
Muñoz, C., & Llanes, A.
(2014) Study abroad and changes in degree of foreign accent in children and adults. The Modern Language Journal, 98(1), 432–449. CrossrefGoogle Scholar
Munro, M.J.
(2008) Foreign accent and speech intelligibility. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 193–218). Amsterdam: John Benjamins. CrossrefGoogle Scholar
O’Brien, M.G.
(2003) Longitudinal development of second language German vowels. Unpublished doctoral dissertation. University of Wisconsin, Madison.
(2004) Pronunciation matters. Unterrichtspraxis, 37(1), 1–9. CrossrefGoogle Scholar
O’Donnell, K.
(2004) Student perceptions of language learning in two contexts: At home and study abroad. Unpublished doctoral dissertation. University of Pittsburgh.
Pellegrino, V.A.
(1998) Student perspective on language learning in a study abroad context. Frontiers, 10, 91–120.Google Scholar
Piller, I.
(2002) Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6(2), 179–206. CrossrefGoogle Scholar
Plews, J.L.
2015). Intercultural identity-alignment in second language study abroad, or the more-or-less Canadians. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.) Social interaction, identity and language learning during residence abroad EUROSLA monograph series 4
Polkinghorne, D.E.
(1995) Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. CrossrefGoogle Scholar
Riessman, C.K.
(1993) Narrative analysis. Newbury Park, CA: Sage.Google Scholar
(2003) Analysis of personal narratives. In J.A. Holstein & J.F. Gubrium (Eds.), Inside interviewing: New lenses, new concerns (pp. 331–346). Thousand Oaks, CA: Sage.Google Scholar
(2008) Narrative methods for the human sciences. Thousand Oaks, CA: Sage.Google Scholar
Ringer-Hilfinger, K.
(2012) Learner acquisition of dialect variation in a study abroad context: The case of the Spanish [q]. Foreign Language Annals, 45(3), 1–17. CrossrefGoogle Scholar
Saito, K.
(2012) Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. CrossrefGoogle Scholar
Shoaib, A., & Dörnyei, Z.
(2005) Affect in lifelong learning: Exploring L2 motivation as a dynamic process. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (pp. 22–41). Cambridge, UK: Cambridge University Press.Google Scholar
Simões, A.R.M.
(1996) Phonetics in second language acquisition: An acoustic study of fluency in adult learners of Spanish. Hispania, 79(1), 87–95. CrossrefGoogle Scholar
Stevens, J.J.
(2000) The acquisition of L2 Spanish pronunciation in a study abroad context. Unpublished doctoral dissertation. University of Southern California.Google Scholar
Timmis, I.
(2002) Native-speaker norms and International English: A classroom view. ELT Journal, 56(3), 240–249. CrossrefGoogle Scholar
Wilkerson, M.E.
(2007) (In)variability in accent perception: A comparison of native and non-native speakers of German of varying proficiency on what constitutes “nativeness” of accent in German. Unpublished doctoral dissertation. University of Wisconsin, Madison.Google Scholar
Zuengler, J.
(1988) Identity markers and L2 pronunciation. Studies in Second Language Acquisition, 10, 33–49. CrossrefGoogle Scholar