Conversations with Experts – In Conversation with John Levis,Editor of Journal of Second Language Pronunciation

Baker A (2014) Exploring teachers' knowledge of second language pronunciation techniques: teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly 48(1): 136–63.

Brown A (2008) Pronunciation and good language learners. In: Griffiths C (ed.) Lessons from Good Language Learners. Cambridge: Cambridge University Press, 197–207.

Burri M Baker A Acton W (2016) Anchoring academic vocabulary with a ‘hard hitting’ haptic pronunciation teaching technique. In: Jones T (ed.) Pronunciation in the Classroom: The Overlooked Essential. Alexandria, VA: TESOL Press, 17–26.

Celce-Murcia M Brinton D Goodwin J (2010) Teaching Pronunciation: A Reference Book for Teachers (2^nd edition). New York: Cambridge University Press.

Derwing TM Munro MJ (2015) Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research. Amsterdam: John Benjamins Publishing Company.

Derwing TM Munro MJ Foote JA Waugh E Fleming J (2014) Opening the window on comprehensible pronunciation after 19 years: a workplace training study. Language Learning 64(3): 526–48.

Ding S Liberatore C Sonsaat S Lučić I Silpachai A Zhao G , et al. (2019) Golden speaker builder – an interactive tool for pronunciation training. Speech Communication 115: 51–66.

Foote JA McDonough K (2017) Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation 3(1): 34–56.

French L Gagné N Collins L (2020) The long-term effects of intensive instruction on fluency, comprehensibility and accentedness. Journal of Second Language Pronunciation 6(3).

Gilbert J (2001) Six pronunciation priorities for the beginning student. The CATESOL Journal 13(1): 173–82.

Goodwin J (2005) The power of context in teaching pronunciation. In: Frodesen J Holten C (eds) The Power of Context in Language Teaching and Learning. Boston: Thomson Heinle, 225–36.

Gordon J Darcy I (2016) The development of comprehensible speech in L2 learners: a classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation 2(1): 56–92.

Hahn LD (2004) Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly 38(2): 201–23.

Hahn MK (2002) The persistence of learned primary phrase stress patterns among learners of English. Doctoral dissertation, University of Illinois, USA.

Jones T (ed.) (2016) Pronunciation in the Classroom: The Overlooked Essential. Alexandria, VA: TESOL Press.

LaScotte D Tarone E (2019) Heteroglossia and constructed dialogue in SLA. The Modern Language Journal 103 (Supplement): 95–112.

Levis JM Muller Levis G (2018) Teaching high-value pronunciation features: contrastive stress for intermediate learners. The CATESOL Journal 30(1): 139–60.

Levis JM Sonsaat S Link S Barriuso TA (2016) Native and nonnative teachers of L2 pronunciation: effects on learner performance. TESOL Quarterly 50(4): 894–931.

Lima EF (2016) Comprehensibility and liveliness in nonnative student oral presentations before and after training: a mixed methods study. System 63: 121–33.

Mora JC Levkina M (2017) Task-based pronunciation teaching and research: key issues and future directions. Studies in Second Language Acquisition 39(2): 381–99.

Moyer A (2014) Exceptional outcomes in L2 phonology: the critical factors of learner engagement and self-regulation. Applied Linguistics 35(4): 418–40.

Munro MJ Derwing TM (2006) The functional load principle in ESL pronunciation instruction: an exploratory study. System 34(4): 520–31.

Munro MJ Derwing TM (2008) Segmental acquisition in adult ESL learners: a longitudinal study of vowel production. Language Learning 58(3): 479–502.

Murphy J (2004) Attending to word-stress while learning new vocabulary. English for Specific Purposes 23(1): 67–83.

Naiman NM Frölich M Stern HH (1978) The Good Language Learner. Toronto: Ontario Institute for Studies in Education.

Pennington MC (2019) ‘Top-down’ pronunciation teaching revisited. RELC Journal 50(3): 371–85.

Pennington MC Rogerson-Revell P (2019) English Pronunciation Teaching and Research: Contemporary Perspectives. London: Palgrave Macmillan.

Qian M (2018) An adaptive computational system for automated, learner-customized segmental perception training in words and sentences: design, implementation, assessment. Doctoral dissertation, Iowa State University, USA.

Qian M Chukharev-Khudilaynen E Levis JM (2018) A system for adaptive high-variability segmental perceptual training: implementation, effectiveness, transfer. Language Learning and Technology 22(1): 69–96.

Saito K Lyster R (2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning 62(2): 595–633.

Sardegna VG Lee J Kusey C (2014) Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. System 47: 162–75.

Sonsaat S (2017) The influence of an online pronunciation teacher’s manual on teachers’ cognitions. Doctoral dissertation, Iowa State University, USA.

Smit U (2002) The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL: International Review of Applied Linguistics 40: 89–116.

Szyszka M (2015) Good English pronunciation users and their pronunciation learning strategies. Research in Language 13(1): 93–106.

Tannen D (2014) Language and culture. In: Fasold R Connor-Linton J (eds) Introduction to Language and Linguistics (2^nd edition). Cambridge: Cambridge University Press, 353–81.

Tarone E Meyers C (2018) The mirroring project: improving suprasegmentals and intelligibility in ESL presentations. In: Alonso RA (ed.) Speaking in a Second Language. Amsterdam: John Benjamins, 197–223.

Thomson RI (2011) Computer assisted pronunciation training: targeting second language vowel perception improves pronunciation. Calico Journal 28(3): 744–65.

Thomson RI (2012) Improving L2 listeners’ perception of English vowels: a computer-mediated approach. Language Learning 62(4): 1231–58.

van Leeuwen T (1999) Voice quality and timbre. In: Speech, Music, Sound. London: Palgrave, 125–56.

Wong JWS (2013) The effects of perceptual and/or productive training on the perception and production of English vowels /ɪ/ and /iː/ by Cantonese ESL learners. In: INTERSPEECH 2013, 2113–17. Available at: https://www.isca-speech.org/archive/archive_papers/interspeech_2013/i13_2113.pdf (accessed February 2020).

Yau JNW (2010) Call centre discourse: Graduation in relation to voice quality and attitudinal profile. In Forey G Lockwood J (eds) Globalization, Communication and the Workplace. London: Continuum, 107–24.