Pronunciation Under Scrutiny: Flicking Through The Pages of Teaching Methodologies

Ahmad, K. (2016). Integrating pronunciation with vocabulary skill. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential, (pp. 1-16). Alexandria, VA: TESOL Press.

Anthony, E. (1963). Approach, method and technique. English Language Teaching, 17, 63-67.

Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal 53(1), 3-17. https://doi.org/10.2307/322091

Bancroft, W. J. (1972). Foreign language teaching in Bulgaria. Canadian Modern Language Review, 28(3), 9-13. https://doi.org/10.3138/cmlr.28.3.9

Bao, R. & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. https://doi.org/10.1080/07908318.2015.1058392

Bentley, J. (2021). Report from TESOL 2014: 1.5 billion English speakers worldwide. International TEFL Academy Blog. Retrieved 1.2.2022, from https://www.internationalteflacademy.com/blog/report-from-tesol-2-billion-english-learners-worldwide

Boers, F. & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. London: Palgrave Macmillan.

Bøhn, H. & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers’ orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54-68. https://doi.org/10.1080/15434303.2016.1256407

Borg, S. (2006). Teacher cognition and language education. London: Continuum.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027

Brooks, N. (1964). Language and language learning: Theory and practice (2nd ed.). New York: Harcourt Brace.

Burri, M. & Baker, A. (2021). ‘I feel… slightly out of touch’: A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791-809. https://doi.org/10.1093/applin/amab009

Celce-Murcia, M., Brinton, D. M. & Goodwin, J. M. (2010). Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge: Cambridge University Press.

Chang, M. & Goswami, J. S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), 3-12. https://doi.org/10.5539/elt.v4n2p3

Chang, S. C. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar. English Language Teaching, 4(2), 13-24. https://doi.org/10.5539/elt.v4n2p13

Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.

Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Coyle, D., Hood, P. & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.

Crystal, D. (2011). A dictionary of linguistics and phonetics (6th ed.). Malden: Blackwell Publishing.

Espinoza, M. G. T., Cárdenas, Y. I. C., Martinez, C. V. P. & Saavedra, F. I. B. (2021). The use of audiovisual materials to teach pronunciation in the ESL/EFL classroom: El uso de materiales audiovisuales para enseñar la pronunciación en el aula de ESL/EFL. South Florida Journal of Development, 2(5), 7345-7358. https://doi.org/10.46932/sfjdv2n5-074

Forman, R. (2007). Bilingual teaching in the Thai EFL context: One teacher’s practice. TESOL in Context, 16(2), 20-25.

Forsberg, J., Mohr, S. & Jansen, S. (2019). “The goal is to enable students to communicate”: Communicative competence and target varieties in TEFL practices in Sweden and Germany. European Journal of Applied Linguistics, 7(1), 31-60. https://doi.org/10.1515/eujal-2018-0006

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Gattegno, C. (1963). Teaching for languages in schools: The silent way. Reading, MA: Educational Explorers.

Gilner, L. (2008). Pronunciation instruction: A review of methods and techniques. Journal of School of Foreign Languages, 35, 93-108.

Gonçalves, B., Loureiro-Porto, L., Ramasco, J. J. & Sánchez, D. (2018). Mapping the Americanization of English in space and time. PloS One, 13(5), e0197741. https://doi.org/10.1371/journal.pone.0197741

Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. RELC Journal, 52(1), 94-109. https://doi.org/10.1177/0033688220986919

Graddol. D. (2006). English Next. British Council.

Hagan, P. (1994). Competency-based curriculum: The NSW AMES experience. Prospect 9(2), 30-40.

He, D. (2017). Perceptions of Chinese English and pedagogic implications for teaching English in China. In Z. Xu, D. He, & D. Deterding (Eds.), Researching Chinese English: The state of the art (pp. 127-140). Springer. https://doi.org/10.1007/978-3-319-53110-6

Hornby, A. S., Cowie, A. P. & Gimson, A. C. (1987). Oxford advanced learners’ dictionary of current English. Oxford: Oxford University Press.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics, (pp. 269-293). Harmondsworth: Penguin.

Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, MA: Newbury House.

Ketabi, S. & Saeb, F. (2015). Pronunciation teaching: Past and present. International Journal of Applied Linguistics and English Literature, 4(5), 182-189.

Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48. https://doi.org/10.2307/3587197

Larsen-Freeman, D. & Anderson, M. (2013). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377. https://doi.org/10.2307/3588485

Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge: Cambridge University Press.

Levis, J. M., Sonsaat, S., Link, S. & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894-931. https://doi.org/10.1002/tesq.272

Lewis, M. (1993). The lexical approach. Hove, England: Language Teaching Publications.

Linebaugh, G. & Roche, T. (2013). Learning to hear by learning to speak: The effect of articulatory training on Arab learners’ English phonemic discrimination. Australian Review of Applied Linguistics, 36(2), 146-159. https://doi.org/10.1075/aral.36.2.02lin

Linebaugh, G. & Roche, T. (2013). Learning to hear by learning to speak: The effect of articulatory training on Arab learners’ English phonemic discrimination. Australian Review of Applied Linguistics, 36(2), 146-159. https://doi.org/10.1075/aral.36.2.02lin

Liu, Q. X. & Shi, J. F. (2007). An analysis of language teaching approaches and methods--Effectiveness and weakness. US-China Education Review, 4(1), 69-71.

Liu, Y., Mishan, F. & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. https://doi.org/10.1080/09571736.2018.1465110

Lozanov, G. (1978). Suggestology and outlines of suggestopedy. New York: Gordon and Breach.

McAndrews, M. (2019). Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 82, 151-160. https://doi.org/10.1016/j.system.2019.04.007

Nespor, M., Shukla, M. & Mehler, J. (2011). Stress‐timed vs. syllable‐timed languages. In M. van Oostendorp, C. J. Ewen, E. V. Hume, & K. Rice (Eds.), The Blackwell companion to phonology: Volume II Suprasegmental and Prosodic Phonology (pp.1-13). New York: John Wiley & Sons.

Pennington, M. C. & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives. London: Palgrave Macmillan.

Pittman, C. (1963). Teaching structural English. Brisbane, Australia: Jacaranda Press.

Poeppel, D. (2015). Speech perception. In A. W. Toga (Ed.), Brain mapping: A comprehensive reference, three volume set (pp. 429-434). Academic Press.

Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.

Rindal, U. (2014). Questioning English standards: Learner attitudes and L2 choices in Norway. Multilingua-Journal of Cross-Cultural and Interlanguage Communication, 33(3-4), 313-334. https://doi.org/10.1515/multi-2014-0015

Sasi, A. S., Haga, T., & Chen, H. Y. (2020). Applying the silent way in teaching Japanese language to university students in Taiwan. World Journal of Education, 10(3), 160-169. https://doi.org/10.5430/wje.v10n3p160

Sicola, L. & Darcy, I. (2015). Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), Handbook of English pronunciation (pp. 467‐483). New York: Wiley-Blackwell.

Smokotin, V. M., Alekseyenko, A. S. & Petrova, G. I. (2014). The phenomenon of linguistic globalization: English as the global lingua Franca (EGLF). Procedia-Social and Behavioral Sciences, 154, 509-513. https://doi.org/10.1016/j.sbspro.2014.10.177

Terrell, T. D. (1977). A natural approach to the acquisition and learning of a language. Modern Language Journal, 61(7), 325-337. https://doi.org/10.1111/j.1540-4781.1977.tb05147.x

Topal, I. H. (2017). An analysis of the intonation patterns of if-clauses in Turkish English majors [Master’s thesis, Hacettepe University]. Hacettepe University Institutional Repository. http://hdl.handle.net/11655/3319

Topal, I. H. (2019). CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies, 15(2), 420-436. https://doi.org/10.17263/jlls.586087

Tsui, A. B. M. (2009). Teaching expertise: approaches, perspectives and characteristics. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.190-197). Cambridge: Cambridge University Press.

Uchihara, T. & Clenton, J. (2020). Investigating the role of vocabulary size in second language speaking ability. Language Teaching Research, 24(4), 540-556. https://doi.org/10.1177/1362168818799371

Van den Branden, K. (2006). Task -based language education: From theory to practice. Cambridge: Cambridge University Press.

Van Ek, J., & Alexander, L. G. (1980). Threshold level English. New York: Pergamon.

Wang, X. (2022). Segmental versus suprasegmental: Which one is more important to teach?. RELC Journal, 53(1), 194-202. https://doi.org/10.1177/0033688220925926

Yates, K. W. (2003). Teaching linguistic mimicry to improve second language pronunciation (Master’s thesis, University of North Texas). UNT Digital Library. https://digital.library.unt.edu/ark:/67531/metadc4164/m1/85/

Yenkimaleki, M. & van Heuven, V. J. (2021). Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System, 100, 102557. https://doi.org/10.1016/j.system.2021.102557

Zhang, R. & Yuan, Z. M. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905-918. https://doi.org/10.1017/S0272263120000121

Ahmad, K. (2016). Integrating pronunciation with vocabulary skill. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential, (pp. 1-16). Alexandria, VA: TESOL Press.

Anthony, E. (1963). Approach, method and technique. English Language Teaching, 17, 63-67.

Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal 53(1), 3-17. https://doi.org/10.2307/322091

Bancroft, W. J. (1972). Foreign language teaching in Bulgaria. Canadian Modern Language Review, 28(3), 9-13. https://doi.org/10.3138/cmlr.28.3.9

Bao, R. & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. https://doi.org/10.1080/07908318.2015.1058392

Bentley, J. (2021). Report from TESOL 2014: 1.5 billion English speakers worldwide. International TEFL Academy Blog. Retrieved 1.2.2022, from https://www.internationalteflacademy.com/blog/report-from-tesol-2-billion-english-learners-worldwide

Boers, F. & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. London: Palgrave Macmillan.

Bøhn, H. & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers’ orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54-68. https://doi.org/10.1080/15434303.2016.1256407

Borg, S. (2006). Teacher cognition and language education. London: Continuum.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027

Brooks, N. (1964). Language and language learning: Theory and practice (2nd ed.). New York: Harcourt Brace.

Burri, M. & Baker, A. (2021). ‘I feel… slightly out of touch’: A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791-809. https://doi.org/10.1093/applin/amab009

Celce-Murcia, M., Brinton, D. M. & Goodwin, J. M. (2010). Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge: Cambridge University Press.

Chang, M. & Goswami, J. S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), 3-12. https://doi.org/10.5539/elt.v4n2p3

Chang, S. C. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar. English Language Teaching, 4(2), 13-24. https://doi.org/10.5539/elt.v4n2p13

Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.

Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Coyle, D., Hood, P. & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.

Crystal, D. (2011). A dictionary of linguistics and phonetics (6th ed.). Malden: Blackwell Publishing.

Espinoza, M. G. T., Cárdenas, Y. I. C., Martinez, C. V. P. & Saavedra, F. I. B. (2021). The use of audiovisual materials to teach pronunciation in the ESL/EFL classroom: El uso de materiales audiovisuales para enseñar la pronunciación en el aula de ESL/EFL. South Florida Journal of Development, 2(5), 7345-7358. https://doi.org/10.46932/sfjdv2n5-074

Forman, R. (2007). Bilingual teaching in the Thai EFL context: One teacher’s practice. TESOL in Context, 16(2), 20-25.

Forsberg, J., Mohr, S. & Jansen, S. (2019). “The goal is to enable students to communicate”: Communicative competence and target varieties in TEFL practices in Sweden and Germany. European Journal of Applied Linguistics, 7(1), 31-60. https://doi.org/10.1515/eujal-2018-0006

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Gattegno, C. (1963). Teaching for languages in schools: The silent way. Reading, MA: Educational Explorers.

Gilner, L. (2008). Pronunciation instruction: A review of methods and techniques. Journal of School of Foreign Languages, 35, 93-108.

Gonçalves, B., Loureiro-Porto, L., Ramasco, J. J. & Sánchez, D. (2018). Mapping the Americanization of English in space and time. PloS One, 13(5), e0197741. https://doi.org/10.1371/journal.pone.0197741

Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. RELC Journal, 52(1), 94-109. https://doi.org/10.1177/0033688220986919

Graddol. D. (2006). English Next. British Council.

Hagan, P. (1994). Competency-based curriculum: The NSW AMES experience. Prospect 9(2), 30-40.

He, D. (2017). Perceptions of Chinese English and pedagogic implications for teaching English in China. In Z. Xu, D. He, & D. Deterding (Eds.), Researching Chinese English: The state of the art (pp. 127-140). Springer. https://doi.org/10.1007/978-3-319-53110-6

Hornby, A. S., Cowie, A. P. & Gimson, A. C. (1987). Oxford advanced learners’ dictionary of current English. Oxford: Oxford University Press.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics, (pp. 269-293). Harmondsworth: Penguin.

Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, MA: Newbury House.

Ketabi, S. & Saeb, F. (2015). Pronunciation teaching: Past and present. International Journal of Applied Linguistics and English Literature, 4(5), 182-189.

Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48. https://doi.org/10.2307/3587197

Larsen-Freeman, D. & Anderson, M. (2013). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377. https://doi.org/10.2307/3588485

Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge: Cambridge University Press.

Levis, J. M., Sonsaat, S., Link, S. & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894-931. https://doi.org/10.1002/tesq.272

Lewis, M. (1993). The lexical approach. Hove, England: Language Teaching Publications.

Linebaugh, G. & Roche, T. (2013). Learning to hear by learning to speak: The effect of articulatory training on Arab learners’ English phonemic discrimination. Australian Review of Applied Linguistics, 36(2), 146-159. https://doi.org/10.1075/aral.36.2.02lin

Linebaugh, G. & Roche, T. (2013). Learning to hear by learning to speak: The effect of articulatory training on Arab learners’ English phonemic discrimination. Australian Review of Applied Linguistics, 36(2), 146-159. https://doi.org/10.1075/aral.36.2.02lin

Liu, Q. X. & Shi, J. F. (2007). An analysis of language teaching approaches and methods--Effectiveness and weakness. US-China Education Review, 4(1), 69-71.

Liu, Y., Mishan, F. & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. https://doi.org/10.1080/09571736.2018.1465110

Lozanov, G. (1978). Suggestology and outlines of suggestopedy. New York: Gordon and Breach.

McAndrews, M. (2019). Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 82, 151-160. https://doi.org/10.1016/j.system.2019.04.007

Nespor, M., Shukla, M. & Mehler, J. (2011). Stress‐timed vs. syllable‐timed languages. In M. van Oostendorp, C. J. Ewen, E. V. Hume, & K. Rice (Eds.), The Blackwell companion to phonology: Volume II Suprasegmental and Prosodic Phonology (pp.1-13). New York: John Wiley & Sons.

Pennington, M. C. & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives. London: Palgrave Macmillan.

Pittman, C. (1963). Teaching structural English. Brisbane, Australia: Jacaranda Press.

Poeppel, D. (2015). Speech perception. In A. W. Toga (Ed.), Brain mapping: A comprehensive reference, three volume set (pp. 429-434). Academic Press.

Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.

Rindal, U. (2014). Questioning English standards: Learner attitudes and L2 choices in Norway. Multilingua-Journal of Cross-Cultural and Interlanguage Communication, 33(3-4), 313-334. https://doi.org/10.1515/multi-2014-0015

Sasi, A. S., Haga, T., & Chen, H. Y. (2020). Applying the silent way in teaching Japanese language to university students in Taiwan. World Journal of Education, 10(3), 160-169. https://doi.org/10.5430/wje.v10n3p160

Sicola, L. & Darcy, I. (2015). Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), Handbook of English pronunciation (pp. 467‐483). New York: Wiley-Blackwell.

Smokotin, V. M., Alekseyenko, A. S. & Petrova, G. I. (2014). The phenomenon of linguistic globalization: English as the global lingua Franca (EGLF). Procedia-Social and Behavioral Sciences, 154, 509-513. https://doi.org/10.1016/j.sbspro.2014.10.177

Terrell, T. D. (1977). A natural approach to the acquisition and learning of a language. Modern Language Journal, 61(7), 325-337. https://doi.org/10.1111/j.1540-4781.1977.tb05147.x

Topal, I. H. (2017). An analysis of the intonation patterns of if-clauses in Turkish English majors [Master’s thesis, Hacettepe University]. Hacettepe University Institutional Repository. http://hdl.handle.net/11655/3319

Topal, I. H. (2019). CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Journal of Language and Linguistic Studies, 15(2), 420-436. https://doi.org/10.17263/jlls.586087

Tsui, A. B. M. (2009). Teaching expertise: approaches, perspectives and characteristics. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.190-197). Cambridge: Cambridge University Press.

Uchihara, T. & Clenton, J. (2020). Investigating the role of vocabulary size in second language speaking ability. Language Teaching Research, 24(4), 540-556. https://doi.org/10.1177/1362168818799371

Van den Branden, K. (2006). Task -based language education: From theory to practice. Cambridge: Cambridge University Press.

Van Ek, J., & Alexander, L. G. (1980). Threshold level English. New York: Pergamon.

Wang, X. (2022). Segmental versus suprasegmental: Which one is more important to teach?. RELC Journal, 53(1), 194-202. https://doi.org/10.1177/0033688220925926

Yates, K. W. (2003). Teaching linguistic mimicry to improve second language pronunciation (Master’s thesis, University of North Texas). UNT Digital Library. https://digital.library.unt.edu/ark:/67531/metadc4164/m1/85/

Yenkimaleki, M. & van Heuven, V. J. (2021). Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System, 100, 102557. https://doi.org/10.1016/j.system.2021.102557

Zhang, R. & Yuan, Z. M. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905-918. https://doi.org/10.1017/S0272263120000121