References

References

Baker, A.
(2014) Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136–163. CrossrefGoogle Scholar
(2018) Research on teacher cognition and pronunciation instruction: Implications for teachers. Retrieved from http://​www​.pronunciationforteachers​.com​/key​-concepts​.html
Burns, A., Freeman, D., & Edwards, E.
(2015) Theorizing and studying the language-teaching mind: Mapping research on language teacher cognition. Modern Language Journal, 99, 585–601. CrossrefGoogle Scholar
Buss, L.
(2016) Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research 20(5): 619–637. CrossrefGoogle Scholar
Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B.
(2010) Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press.Google Scholar
Couper, G.
(2011) What makes pronunciation teaching work? Testing for the effect of two variables: Socially Constructed Metalanguage and Critical Listening. Language Awareness, 20(3), 159–182. CrossrefGoogle Scholar
(2015) Applying theories of language and learning to teaching pronunciation. In M. Reed, & J. Levis (Eds.), The handbook of English pronunciation (pp. 413–432). Hoboken, NJ: John Wiley & Sons, Inc. CrossrefGoogle Scholar
(2016a) Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay. Journal of Second Language Pronunciation, 2(1), 29–55. CrossrefGoogle Scholar
(2016b) New Zealand teacher cognition of pronunciation teaching: Survey results. TESOLANZ Journal, 24, 20–37.Google Scholar
(2017) Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843. CrossrefGoogle Scholar
(2019) Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System 84, 1–12. CrossrefGoogle Scholar
Darcy, I.
(2018) Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal, 30(1), 13–45.Google Scholar
Derwing, T., & Munro, M.
(2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam, The Netherlands: John Benjamins. CrossrefGoogle Scholar
Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J.
(2014) Opening the window on comprehensible pronunciation after 19 years: A workplace training study. Language Learning, 64, 526–548. CrossrefGoogle Scholar
Flege, J.
(1995) Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). Baltimore, MD: York Press.Google Scholar
Fraser, H.
(2001) Teaching pronunciation: A handbook for teachers and trainers. Sydney, Australia: TAFE NSW Access Division. Retrieved February 11, 2015, from http://​helenfraser​.com​.au​/publications/
(2009) Pronunciation as categorization: The role of contrast in teaching English /r/ and /l/. In A. Mahboob & C. Lipovsky (Eds.), Studies in applied linguistics and language learning (pp. 289–306). Newcastle, Australia: Cambridge Scholars.Google Scholar
Grant, L.
(Ed.) (2014) Pronunciation myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. CrossrefGoogle Scholar
Hayes-Harb, R.
(2018) How does orthography affect pronunciation in a second language? Retrieved from http://​www​.pronunciationforteachers​.com​/key​-concepts​.html
Henderson, A., Frost, D., Tergujeff, E., Kautzsch, A., Murphy, D., Kirkova-Naskova, A., Waniek-Klimczak, E., Levey, D., Cunningham, U., & Curnick, L.
(2012) The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10(1), 1–23. CrossrefGoogle Scholar
Hismanoglu, M., & Hismanoglu, S.
(2010) Language teachers’ preferences of pronunciation teaching techniques: Traditional or modern? Procedia – Social and Behavioral Sciences, 2, 983–989. CrossrefGoogle 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
Kubanyiova, M., & Feryok, A.
(2015) Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99, 435–449. CrossrefGoogle Scholar
Lee, J., Jang, J., & Plonsky, L.
(2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36, 345–366. CrossrefGoogle Scholar
Levis, J. M. & Silpachai, A. O.
(2018) Prominence and information structure in pronunciation teaching materials. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, University of Utah, September 2017 (pp. 216–229). Ames, IA: Iowa State University.Google Scholar
Macdonald, S.
(2002) Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3–18.Google Scholar
Mompean, J.
(2014) Cognitive Linguistics and phonology. In J. Littlemore & J. Taylor (Eds.), Bloomsbury companion to Cognitive Linguistics (pp. 253–276). London, England: Bloomsbury.Google Scholar
Murphy, J.
(2014) Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258–269. CrossrefGoogle Scholar
(Ed.) (2017) Teaching the pronunciation of English: Focus on whole courses. Ann Arbor, MI: University of Michigan Press. CrossrefGoogle Scholar
Pennington, M., & Rogerson-Revell, P.
(2017) English pronunciation teaching and Research: Contemporary perspectives. London: Palgrave Macmillan.Google Scholar
Polkinghorne, D.
(1995) Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. CrossrefGoogle Scholar
Saito, K., & Plonsky, L.
(2019) Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning, 69(3). 652–708. CrossrefGoogle Scholar
Shulman, L.
(1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. CrossrefGoogle Scholar
Smotrova, T.
(2017) Making pronunciation visible: Gesture in pronunciation teaching. TESOL Quarterly, 51(1): 59–89. CrossrefGoogle Scholar
Starfield, S.
(2010) Ethnographies. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 50–65). London, England: Continuum.Google Scholar
Szyska, M.
(2016) English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language 14 (2): 165–180. CrossrefGoogle Scholar
Tergujeff, E.
(2012) English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching and Research, 3: 599–607. CrossrefGoogle Scholar
Thomson, R.
(2012) Improving L2 listeners’ perception of English vowels: A computer-mediated approach. Language Learning, 62, 1231–1258. CrossrefGoogle Scholar
Thomson, R., & Derwing, T.
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics 36(3), 326–344. CrossrefGoogle Scholar
Zielinski, B., & Yates, L.
(2014) Myth 2: Pronunciation instruction is not appropriate for beginning-level learners. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56–79). Ann Arbor, MI: University of Michigan Press.Google Scholar