Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Northern Arizona University, Flagstaff, Arizona, USA (September 12–14, 2019)

Introduction


Interdisciplinary Intersections in Pronunciation Learning and Teaching

Okim Kang, Shelley Staples, Kate Yaw and Kevin Hirschi

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Presentation


Using ASR to Improve Taiwanese EFL Learners’ Pronunciation: Learning Outcomes and Learners’ Perceptions

Wen-Hsin Chen, Solène Inceoglu and Hyojung Lim

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

The Impact of Linguistic Diversity Education on L1 English Speakers’ Ideologies, Attitudes, and Perceptions of International Teaching Assistants

Brandon Cooper, Ginessa Payne, Xueyan Hu, Quentin Dixon and Li-Jen Kuo

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Deciphering Everyday Speech

Wayne B. Dickerson

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Liaison and Enchaînement in L2 French: The Role of Instruction

Rodica Frimu

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Typed Transcription Tasks: Asimultaneous Measure of the Intelligibility and Comprehensibility of Individual Words

Jordan Gallant

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

The Effectiveness of Computer Programs in the Transcription and Analysis of Spoken Discourse: Towards a Protocol for Pronunciation Corpora

Romy Ghanem, Idée Edalatishams, Amanda Huensch, Karin Puga and Shelley Staples

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Ultrasound Imaging in the Foreign Language Classroom: Outcomes, Challenges, and Students’ Perceptions

Solène Inceoglu and Ksenia Gnevsheva

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Diagnostic Language Assessment for L2 Pronunciation: A Worked Example

Daniel R. Isbell

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Faster and Less Clear L2 Speech With More Errors During a Verbal Working Memory Task but Not During a Spatial Task

Ogyoung Lee and Hyunkee Ahn

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

A Combination of Metalinguistic Instruction and Task Repetition in Teaching Chinese Prosody

Jiang Liu

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Examining Predictors of Phonetic Variation in Semi-Spontaneous L2 Spanish Speech

Charles Nagle and Shelby Bruun

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Technology-Enhanced L2 Listening: Triangulating Perception, Production, and Metalinguistic Awareness

Marnie Reed and Di Liu

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

L2 Production of Brazilian Nasal Vowels in Online Dyads: Does a Native Speaker Model Make a Difference?

Christine Shea and Christiane Lira

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Exploring Acceptability: L1 Judgements of L2 Danish Learners’ Errors

Lisa Tulaja

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Teaching Tips


Concentrating on Function Words

Donna M. Brinton

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Also a part of:

Collection: The Best of Pronunciation Teaching Tips from 2016–2022

Teaching Contrastive Stress for Varied Speaking Levels

Greta Muller Levis and John M. Levis

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Also a part of:

Collection: The Best of Pronunciation Teaching Tips from 2016–2022

Using Stereotypical Accent to Improve French Accentuation

Viviane Ruellot

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Full Body Tone Production and Tone Mnemonics

Mark Sakach and An Nguyen Sakach

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Back to the Future of Pronunciation Teaching: Putting the Zoomback Into the ‘Zoom Principle’

Mark Tanner

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Reviews


Duolingo [Review]

Kevin Hirschi

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Blue canoe [Review]

Katherine Yaw

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Invited Talks


Corpus Analysis of Spoken Discourse

Douglas Biber

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Workshops


Collecting Data in L2 Pronunciation Research

Murray J. Munro and Tracey M. Derwing

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Compiling, Annotating, and Analyzing Spoken Corpora

Eric Friginal

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Posters


Information Structure in University Lectures in English as a Foreign Language in Argentina

Florencia Giménez

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Perception of Prosodic Boundaries by Native English Speakers Andkorean Learners of English

Suyeon Im and Hyunkee Ahn

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Experiences in an L2 Pronunciation Tutoring Project Using Narrative Analysis

Tim Kochem, Agata Guskaroska and Tom Elliot

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Pronunciation in EFL Classrooms: A Study of Macedonian Teachers’ Training, Attitudes, and Practices

Aleksandra Lazoroska and Agata Guskaroska

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Can Successful L2 Pronunciation Facilitate Listening Comprehension? The Role of Speech Rate and Pitch Range

Roman Lesnov, Sofia Wolhein Nava and Valeriia Bogorevich

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Intelligibility of Varieties of English and Listeners’ Language Learning Backgrounds

Takayuki Nagamine

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Attitudes Towards L2 Pronunciation Instruction: A Comparative Analysis of Usefulness Ratings

Heather M. Offerman

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

More, Better, Earlier: Developing Targeted Linguistics Strategies for Spanish Pronunciation

Jordan Sandoval, Kirsten Drickey, Nancy Brill and Brahm vanWoerden

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching

Southwestern Mandarin Speakers’ Production of English Word-Final /L/ and /N/

Wei Zhang and John Levis

2019-12-31 Volume 11 • 2020 • Interdisciplinary Intersections in Pronunciation Learning and Teaching