(last updated Summer 2019)

Over the past few months, lab members have compiled a number of bibliographies related to:

• Phonetics of Salish languages
• Teaching pronunciation, particular in the Salish and Indigenous language revitalization context

We are slowly compiling these into a comprehensive, easily usable database of some kind – if you have any ideas on how best to do this, let us know! In the meantime, we hope that the following list, organized by general topic, will be of some use.

Indigenous and indigenist methodologies

Absolon, K. E. (2011). Kaandossiwin: How we come to know. Winnipeg: Fernwood Publishing.

Battiste, M. ed. (2011). Reclaiming Indigenous voice and vision. Vancouver: UBC Press.

Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (2008). Handbook of critical and Indigenous methodologies. Los Angeles: Sage.

Gerdts, D. B. (2010). Beyond expertise. The role of the linguist in language revitalization programs. In L. Grenoble & L. Furbee (Eds.), Language documentation practice and values (pp. 173–192). Amsterdam: John Benjamins.

Gerdts, D. B. (2017). Indigenous linguists: Bringing research into language revitalization. International Journal of American Linguistics 83(4), 607–617.

Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press.

Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. London: Zed Books.

Wilson, S. (2007). Guest editorial: What is an Indigenist research paradigm? Canadian Journal of Native Education 30(2), 193–195.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Winnipeg: Fernwood Publishing.

Language and health

McIvor, O., Napoleon, A., & Dickie, K. (2009). Language and culture as protective factors for at-risk communities. Journal of Aboriginal Health (Nov): 6–25.

Oster, R., Grier, A., Lightning, R., Mayan, M., & Toth, E. (2014). Cultural continuity, traditional Indigenous language, and diabetes in Alberta First Nations: a mixed methods study. International Journal for Equity in Health 13, 1–11.

Salish consonants and effects on adjacent vowels

Bessel, N. (1998). Local and non-local consonant-vowel interaction in Interior Salish. Phonology 15, 1–40.

Bird, S. (2011). The nature of laryngealization in St’át’imcets laryngealized resonants. International Journal of American Linguistics 77(2), 159–184.

Bird, S. (2016). A phonetic study of the “K sounds” across generations of SENĆOŦEN speakers. Papers for the 51st International Conference on Salish and Neighbouring Languages, UBCWPL 45, 19–36.

Bird, S., & Caldecott, M. G. (2004). Timing differences in St’át’imcets glottalized resonants: Linguistic or bio-mechanical? Proceedings of the 10th Australian International Conference on Speech Sciences and Technology, 328–333.

Bird, S., Caldecott, M. G., Campbell, F., Gick, B., & Shaw, P. (2008). Oral-laryngeal timing in glottalized resonants. Journal of Phonetics 36, 492–507.

Bird, S., Gerdts, D., & Leonard, J. (2016). The realization of obstruents across speakers of Hul’q’umi’num’. Canadian Acoustics 44(3), 134–135.

Bird, S., & Leonard, J. (2009). The universality of articulatory conflict-resolution: Evidence from Salish languages. Northwest Journal of Linguistics 3(2), 1–29.

Caldecott, M. G. (1999). A comparison of glottalized resonants in Sənčáθən and St’át’imcets. MA thesis, University of British Columbia.

Carlson, B. F., Esling, J. H., & Harris, J. G. (2004). A laryngoscopic phonetic study of Nlaka’pamux (Thompson) Salish glottal stop, glottalized resonants, and pharyngeals. In D. Gerdts and L. Matthewson (Eds.), Studies in Salish linguistics in honor of M. Dale Kinkade. University of Montana Occasional Papers in Linguistics 17 (pp. 58–71). Missoula, Montana.

Hukari, T. E. (1981). Glottalization in Cowichan. Working Papers of the Linguistics Circle of the University of Victoria 1(2), 233–250.

Hukari, T. E. (1977). Resonant devoicing in Cowichan. Canadian Journal of Linguistics 22, 47–61.

Namdaran, N. (2004). Retraction in St’át’imcets: an ultrasonic investigation. MA thesis, University of British Columbia.

Nolan, T. (2017a). A phonetic investigation of vowel variation in Lekwungen. MA thesis, University of Victoria.

Nolan, T. (2017b). A role for acoustic analysis in second language learning. Paper presented at the 2017 Pronunciation in Second Language Learning & Teaching Research Methods Workshop. Salt Lake City.

Shahin, K., & Blake, S. (2004). A phonetic study of schwa in St’át’imcets (Lillooet Salish). In D. Gerdts and L. Matthewson (Eds.), Studies in Salish linguistics in honor of M. Dale Kinkade. University of Montana Occasional Papers in Linguistics 17 (pp. 311–327). Missoula, Montana.

Salish clusters and syllables

Bagemihl, B. (1991). Syllable structure in Bella Coola. Linguistic Inquiry 22, 589–646.

Bird, S., & Czaykowska-Higgins, E. (2016). Chapter 10: Parsing Salish consonant clusters. In M. Ball & N. Müller (Eds.), Challenging sonority: Cross-linguistic evidence (pp. 159–199). Sheffield, UK: Equinox Publishing Home.

Czaykowska-Higgins, E., & Willett, M. (1997). Simple syllables in Nxaʔamcín. International Journal of Linguistics 63(3), 385–411.

Leonard, J. (2007). A Preliminary account of stress in SENĆOŦEN (Saanich/North Straits Salish). Northwest Journal of Linguistics 1(4), 1–59.

Leonard, J. (in prep.). The Phonological representation and distribution of vowels in of SENĆOŦEN [Saanich]. PhD dissertation, University of Victoria, BC.

Shaw, P. (2002). On the edge: Obstruent clusters in Salish. Proceedings of the 7th Workshop on the Structure and Constituency in Languages of the Americas 7. UBCWPL 10, 119–136.

Salish rhythm/intonation/prosody

Barthmaier, P. (2004). Intonation units in Okanagan. In D. B. Gerdts and L. Matthewson (Eds.), Studies in Salish linguistics in honor of M. Dale Kinkade. University of Montana Occasional Papers in Linguistics 17, (pp. 30−42). Missoula, Montana.

Beck, D., & Bennett, D. (2007). Extending the prosodic hierarchy: Evidence from Lushootseed narrative. Northwest Journal of Linguistics 1, 1–34.

Benner, A. (2006). The prosody of SENĆOŦEN, a pilot study. Paper presented at the 41st International Conference on Salish and Neighbouring Languages. University of Victoria, Victoria, Canada.

Bianco, V. (1996). The role of sonority in the prosody of Cowichan. MA thesis, University of Victoria.

Caldecott, M. G. (2009). Non-exhaustive parsing: Phonetic and phonological evidence from St’át’imcets. PhD thesis, University of British Columbia.

Caldecott, M. G. (2016). St’át’imcets intonation contours: A preliminary study. Canadian Journal of Linguistics 61, 119–155.

Caldecott, M. G., & Czaykowska-Higgins, E. (2012). Prosodic phrasing in Nxaʔamxčín (Salish) declarative clauses. Canadian Acoustics 40, 16–17.

Huijsmans, M. (2015). Linearization and prosodic phrasing: The case of SENĆOŦEN second-position clitics. M.A thesis, University of Victoria.

Jacobs, P. (2007). Intonation of yes/no questions in Skwxwú7mesh. Papers for the 42nd International Conference on Salish and Neighboring Languages, UBCWPL 20, 236–255.

Rhythm across languages

Ordin, M., & Polyanskaya, L. (2014). Development of timing patterns in first and second languages. System 42, 244–257.

Ramus, F., Nespor, M., & Mehler, J. (1999). Correlates of linguistic rhythm in the speech signal. Cognition 73(3), 265–292.

Hul’q’umi’num’ reference material

Gerdts, D. B., & Hukari, T. E. (In press). Halkomelem. Munich: Lincom Europa.

Gerdts, D. B., Leonard, E., Ulrich, C., & Compton, B. (1997). Hul’q’umi’num’ words: An English-to-Hul’q’umi’num’ and Hul’q’umi’num’-to-English dictionary. Nanaimo, BC: Chemainus, Nanaimo, and Nanoose First Nations and Nanaimo School District No. 68.

Gerdts, D. B., & Werle, A. (2014). Halkomelem clitic types. Morphology 24, 245–281.

Hukari, T. E. (Ed.), & Peter, R. (Assoc. Ed.). (1995). The Cowichan dictionary of the Hul’q’umi’num’ Dialect of the Coast Salish people. Duncan, BC: Cowichan Tribes.

Sound change in minority/endangered languages

Babel, M. (2009). The phonetic and phonological effects of obsolescence in Northern Paiute. In J. Stanford & R. Preston (Eds.), Variation in Indigenous minority languages (pp. 23–46). Amsterdam: John Benjamins.

Bird, S. (2015). Pronunciation change in the context of language revitalization: ejectives across four generations of SENĆOŦEN speakers. Paper presented at the International Conference on Salish and Neighbouring Languages 50, University of British Columbia, Vancouver.

Bird, S., & Kell, S. (2017). The role of pronunciation in SENĆOŦEN language revitalization. Canadian Modern Language Review, special volume: Indigenous Language Teaching, Learning, and Identities 73(4): 538–569.

Dorian, N. (1994). Purism vs. compromise in language revitalization and language revival. Language in Society 23, 479–494.

King, J., Harlow, R., Watson, C., Keegan, P., & MacLagan, M. (2009). Changing pronunciation of the Maori language: Implications for revitalization. In J. Reyhner & L. Lockard (Eds.), Indigenous language revitalization: encouragement, guidance & lessons learned (pp. 85–96). Flagstaff, AZ: Northern Arizona University.

Watson, C., Maclagan, M., King, J., Harlow R., & Keegan, P. (2016). Sound change in Māori and the influence of New Zealand English. Journal of the International Phonetic Association 46(2), 185–218.

Pronunciation and second language acquisition

Anderson-Hsieh, J., R. Johnson & K. Koehler (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning 42(4), 529−555.

Archibald, J. (1998). Second language phonology. Amsterdam: John Benjamins.

Eckman, F. R. (1991). The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. Studies in Second Language Acquisition 13(1), 23−41.

Flege, J. (2002). Interactions between the native and second-language phonetic systems. In P. Burmeister, T. Piske and A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 217−244). Trier: Wissenschaftlicher Verlag.

Flege, J. E., Schirru, C., & MacKay, I.R.A. (2003). Interaction between the native and second language phonetic subsystems. Speech Communication 40, 467–491.

Haynes, E. F. (2010). Phonetic and phonological acquisition in endangered languages learned by adults: A case study of Numu (Oregon Northern Paiute). PhD dissertation, University of California, Berkeley.

Iverson, P., Kuhl, P. K., Akahane-Yamada, R., Diesch, E., Tohkura, Y., Kettermann, A., & Siebert, C. (2003). A perceptual interference account of acquisition difficulties for non-native phonemes. Cognition 87(1), B47–B57.

Moyer, A. (1999). Ultimate attainment in L2 phonology. Studies in Second Language Acquisition 21(1), 81−108.

Munro, M., & Derwing, T. (2015). A prospectus for pronunciation research in the 21^st century. Journal of Second Language Pronunciation 1(1), 11–42.

Nagle, C. L. (2014). A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants. PhD dissertation, Georgetown University.

Nespor, Marcela Peña, M., & Mehler, J. (2003). On the different roles of vowels and consonants in speech processing and language acquisition. Lingue e linguaggio 2(2), 203–230.

Zampini, M. L., & Edwards, J. H. (2008). Phonology and second language acquisition. Amsterdam: John Benjamins.

Accents, intelligibility, and comprehension

Best, C. (1994). The emergence of native-language phonological influences in infants: A perceptual assimilation model. In Goodman, J., & H. Nusbaum (Eds.), The development of speech perception: The transition from speech sounds to spoken words (pp. 167–224). Cambridge, MA: MIT Press.

Cutler, A., Dahan, D., & Van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech 40(2), 141−201.

Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition, 19(1), 1−16.

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly 39(3), 379−397.

Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching 42(4), 476–490.

Kang, O. (2010). Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System 38(2), 301−315.

Kijak, A. (2009). How stressful is L2 stress? A cross linguistic study of L2 perception and production of metrical systems. Utrecht: Lot. Netherlands Graduate School of Linguistics.

Major, R. C. (2007). Identifying a foreign accent in an unfamiliar language. Studies in Second Language Acquisition 29(4), 539−556.

Major, R. C. (2007). Identifying a foreign accent in an unfamiliar language. Studies in Second Language Acquisition 29(4), 539−556.

Munro, M. J. & Derwing, T. M. (1995a). Foreign accent, intelligibility and comprehensibility in the speech of second language learners. Language Learning 45(1), 73−97.

Munro, M. J., & Derwing, T. M. (1995b). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech 38(3), 289−306.

Munro, M. J. and T. M. Derwing. (2011). The foundations of accent and intelligibility in pronunciation research. Language Teaching 44(3), 316–27.

Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition 28(1), 111-131.

O’Brien, M. G. (2014). L2 learners’ assessments of accentedness, fluency, and comprehensibility of native and nonnative German speech. Language Learning 64(4), 715–748.

Ohala, J. (1981). The listener as a source of sound change. In C. S. Masek, R. A. Hendrick & M. F.Miller (Eds.), Papers from the parasession on language and behaviour (pp. 178−203). Chicago: Chicago Linguistic Society.

Saito, K., Trofimovich, P., & Isaacs, T. (2015). Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics 38(4), 439–462.

Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics 37(2), 217−240.

VanPatten, B. (2004). Input processing in SLA. In B. VanPatten (Ed.), Processing instruction: theory, research, and commentary (pp. 5−31). Mahwah, NJ: Lawrence Erlbaum Assocs.

Second language pronunciation and hyper-correction

Eckman, F., Iverson, G., & Song, J. (2013). The role of hypercorrection in the acquisition of L2 phonemic contrasts. Second Language Research 29, 257–283.

Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness 21(4), 369–385.

Uther, M., Knoll, M.A., & Burnham, D. (2006). Do you speak E-NG-L-I-SH? A comparison of foreigner- and infant-directed speech. Speech Communication 49, 2–7.

Second language pronunciation and perceptual and orthographic considerations

Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In A. Meyer, & N. Schiller (Eds.), Phonetics and phonology in language comprehension and production: differences and similarities (pp. 319–345). Berlin: Mouton de Gruyter.

Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the phonological forms of new words: Effects of orthographic and auditory input. Language and Speech 53(3), 367–81.

Werker, J., & Tees, R. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development 7, 49–63.

Second language accent and social identity

Gatbonton, E., Trofimovich, P., & Segalowitz, N. (2011). Ethnic group affiliation and patterns of development of a phonological variable. The Modern Language Journal 95(2), 188–204.

Nance, C., McLeod, W., O’Rourke, B., & Dunmore, S. (2016). Identity, accent aim, and motivation in second language users: New Scottish Gaelic speakers’ use of phonetic variation. Journal of Sociolinguistics 20(2), 164–191.

Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics 6(2), 179–208.

Rindal, U. (2010). Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English. Journal of Sociolinguistics 14(2), 240–61.

Language instruction methods (general)

Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.

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

Indigenous languages and adult Indigenous language instruction

Asher, J. (1977). Learning another language through actions: The complete teacher guide book. Los Gatos, Calif.: Sky Oaks Productions.

Bashan, C., & Fathman, A. (2008). The latent speaker: Attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism 11(5), 577–597.

Billy, J. E. (2015). Exploring the use of traditional Secwepemc stories to teach language. MEd Project, University of Victoria.

Brown, Joan. (2016). Culture is lived; language gives it life. Masters project, University of Victoria.

Cantoni, G. (1999). Using TPR-Storytelling to develop fluency and literacy in Native American languages. In J. Reyhner (Ed.), Revitalizing Indigenous languages (pp. 53–58). Flagstaff, AZ: Northern Arizona University.

Carpenter, V. (1997). Teaching children to “unlearn” the sounds of English. In J. Reyhner (Ed.), Teaching Indigenous languages (pp. 31–39). Flagstaff, AZ: Northern Arizona University.

Gerdts, D., Louie, D., Peter, R., & Jones, T. (2016), ha’kwush tthu sqwal tst: Using immersive techniques in post-secondary language courses. Paper presented at CUVIC 2016, Victoria, BC.<demonstration video: https://vimeo.com/106457993>

Greymorning, N. (2011). A language warrior’s eighteen years of running a gauntlet for Indigenous languages. The Canadian Journal of Native Studies 31(1), 193–203.

Jacobs, P., Pincott, E., & Rivers, K. (2017). Nawaáy̓nexw ta sníchim, the language is alive: Pronunciation in Sḵwx̱wú7mesh second-language learners. Paper presented at the 52nd International Conference on Salish Languages, Vancouver, BC.

Leonard, J., Bird, S., & Gerdts, D. B. (2017). Exploring the L2 pronunciation features in SENĆOŦEN and Hul’q’umi’num’. Presented at the Northwest Phonology (NowPhon) Meeting. University of British Columbia.

McIvor, O. (2015). Chapter 4: Adult Indigenous language learning in Western Canada: What is holding us back? In K. Michel, P. Walton, E. Bourassa, & J. Miller (Eds.), Living our languages: Papers from the 19th Stabilizing Indigenous Languages Symposium (pp. 37–49). Ronkonkoma, NY: Linus Learning.

Russell, S. M. (2009). Ways of talking Halkomelem: Interaction in classroom procedural talk. PhD thesis, Simon Fraser University.

Pronunciation instruction

Camus-Oyarzún, P. A. (2016). The effects of pronunciation instruction on the production of second language Spanish: A classroom study. PhD dissertation, Georgetown University.

Champagne-Muzar, C., Schneiderman, E. J., & Bourdages, J. S. (1993). Second language accent: The role of the pedagogical environment. IRAL: International Review of Applied Linguistics in Language Teaching 31(2), 143−160.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.

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.

DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313−348). Oxford: Blackwell.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Language learning and language teaching Vol. 42). Amsterdam: John Benjamins.

Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48(3), 393−410.

Derwing, T. M., & Rossiter, M. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning 13(1), 1–17.

Elliott, R. A. (2003). Staking out the territory at the turn of the century: Integrating phonological theory, research, and the effect of formal instruction on pronunciation in the acquisition of Spanish as a second language. In B. A. Lafford & R. Salaberry (Eds.), Spanish second language acquisition: State of the science (pp. 19–46). Washington, DC: Georgetown University Press.

Flege, J. E. (1995). Second-language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 229–273). Timonium, MD: York Press.

González-Bueno, M. (1997). Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: Changes in voice onset time in initial stops /p, t, k/ and /b, d, g/. PhD dissertation, The Pennsylvania State University.

Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. Proceedings of the 4^th Annual Pronunciation in Second Language Learning and Teaching Conference, 194−206. Ames, IA: Iowa State University.

Grant, L. (Ed.) (2014). Pronunciation myths. Ann Arbor: University of Michigan Press.

Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly 38(2), 201−223.

Huensch, A., & Tremblay, A. (2015). Effects of perceptual phonetic training on the perception and production of second language syllable structure. Journal of Phonetics 52, 105–120.

Kissling, E. M. (2012). The effect of phonetics instruction on adult learners’ perception and production of L2 sounds. PhD dissertation, Georgetown University.

Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? Modern Language Journal 97(3), 720–44.

Kissling, E. M. (2014). Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research 19(3), 254−275.

Lee, J., & Jang, J., & Plonksy, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics 36(3), 345–55.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly 39(3), 69–377.

Levis, J. M. (2016). Research into practice: How research appears in pronunciation teaching materials. Language Teaching 49(03), 423−437.

Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania 88(3), 557–567.

Lord, G. (2010). The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals, 43, 488−503.

Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation in EFL settings: The case of English vowels and Japanese learners of English. The Linguistics Journal 3(3), 16–40.

Saito, K. (2011). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to phonology. Language Awareness 20(1), 45–59.

Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly 46(4), 842–854.Saito, K. (2013). Reexamining Effects of Form-Focused Instruction on L2 Pronunciation Development. Studies in Second Language Acquisition 35(1), 1−29.

Saito, K. (2014). Experienced teachers’ perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics 24(2), 250−277.

Thomson R., & Derwing, T. (2015). The effectively of L2 pronunciation instruction: A narrative review. Applied Linguistics 36(3), 326–344.

Communicative approaches to teaching pronunciation

Celce-Murcia, M. (1983). Teaching pronunciation communicatively. MEXTESOL Journal, 7(1), 10−25.

Elliott, A. (1997). On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 80(1), 95–108.

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins.

Wong, R. (1986). Does pronunciation teaching have a place in the communicative classroom. Georgetown University Round Table on Languages and Linguistics, 226−236.

Imitation, repetition, and the role of input in teaching and learning pronunciation

Flege, J. (2009). Give input a chance! In T. Piske and M. Young-Scholten (Eds.), Input matters in SLA (pp. 175−190). Bristol: Multilingual Matters.

Ortega, L., Iwashita, N., Norris, J., & Rabie, S. (2002). An investigation of elicited imitation tasks in crosslinguistic SLA research. Second Language Research Forum.

Rothman, J., & Guijarro-Fuentes, P. (2010). Input quality matters: Some comments on input type and age-effects in adult SLA. Applied Linguistics 31(2), 301–306.

Technology assisted language learning (TALL): speech visualization

Bird, S. (2017). Teaching articulatory strategies: The role of phonetics in pronunciation instruction. Pronunciation in Second Language Learning and Teaching. Salt Lake City, Utah.

De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech 26(4), 331−350.

Delmonte, R. (2009). Prosodic tools for language learning. International Journal of Speech Technology 12, 161–184.

Hardison, D. M. (2004). Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology 8(1), 34−52.

Hardison, D. M. (2005). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. Calico Journal 175−190.

Hincks, R., & Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language Learning & Technology 13(3), 32−50.

Kennedy, D. (2013). Technology-assisted language learning. http://dmkennedy.blogspot.ca/2013/04/technology-assisted-language-learning.html

Olson, D.J. (2014). Benefits of visual feedback on segmental production in the L2 classroom. Language Learning and Technology 18(3), 173–192.

Pearson, P., Pickering, L., & Da Silva, R. (2011). The impact of computer assisted pronunciation training on the improvement of Vietnamese learner production of English syllable margins. Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, 169−180.

Saito, K., & Akiyama, Y. (In press). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning.

Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology 13(3), 51−65.

Technology assisted language learning: ultrasound imaging

Abel, J., Allen, B., Burton, S., Kazama, M., Bosung, K., Noguchi, M., Tsuda, A., Yamane, N., & Gick, B. (2015). Ultrasound-enhanced multimodal approaches to pronunciation teaching and learning. Canadian Acoustics 43(3), 130−131.

Bird, S. (2012). Cool thing about ultrasound #17: Now I can pronounce /hiqət/! Papers for the 48th International Conference on Salish and Neighbouring Languages, UBCWPL 32, 1−12.

Bliss, H., Bird, S., & Gick, B. (2017). Visualizing speech in a classroom setting using interactive ultrasound imaging. Paper presented at the Research Methods in L2 Pronunciation Workshop. University of Utah.

Bliss, H., Abel, J., & Gick, B. (to appear a). Computer-assisted visual articulation feedback in L2 pronunciation instruction: A review. Journal of Second Language Pronunciation.

Bliss, H., Bird, S., Gick, G., Burton, S., & Cooper, A. (to appear b). Seeing speech: Ultrasound-based multimedia resources for pronunciation learning in Indigenous languages. Language Documentation & Conservation.

Bliss, H., Cheng, L., Schellenberg, M., Lam, Z., Pai, R., Gick, B., & Pai, R. (2017). Ultrasound technology and its role in Cantonese pronunciation teaching and learning. Proceedings of the 8th Annual Conference on Pronunciation in Second Language Learning & Teaching, 33–46. Ames, Iowa State University.

Strategies for learners

Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 525–551). London: Blackwell.

Huang, L.-S. (2010). Do different modalities of reflection matter? An exploration of adult second-language learners’ reported strategy use and oral language production. System 38(2), 245–261.

Kennedy, S., & Trofimovich, P. (2008). Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Canadian Modern Language Review 64(3), 459−489.

Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness 19(3), 171−185.

MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal 91(4), 564−576.

Smemoe, W. B., & Haslam, N. (2013). The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning. Applied Linguistics 34(4), 435−456.

Training, assessments and testing

Ausín, A., & Sutton, M. (2010). An L2 pronunciation judgment task. Selected proceedings of the 12th Hispanic Linguistics Symposium, 234−245.

Brown, James. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.). The handbook of language teaching (pp. 269–293). Oxford: Wiley.

Callies, M., Díez-Bedmar, M. B., & Zaytseva, E. (2014). Using learner corpora for testing and assessing L2 proficiency. In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2 proficiency: Perspectives from SLA (Second Language Acquisition 78) (pp. 71–92). Bristol: Multilingual Matters.

Castino, J. (1996). Impact of a phonetics course on FL learners’ acquisition of Spanish phonology. Selecta: Journal of the Pacific Northwest Council on Foreign Languages 17, 55−58.

Hilton, H. (2014). Oral fluency and spoken proficiency: Considerations for research and testing (pp. 27–53). In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2 proficiency: Perspectives from SLA (Second Language Acquisition 78). Bristol: Multilingual Matters

Huang, L.-S. (2011). Are we having the effect we want? Implementing outcomes assessment in an academic English language-support unit using a multi-component approach. The Writing Program Administrators (WPA) Journal 35(1), 11–45.

Huang, L.-S. (2014). Keynote: Let’s break the cycle of non-transformative reflection: Field-tested tips on implementing critical learner reflection. TESL Nova Scotia Fall Conference. Dalhousie University.

Leclercq, P., & Edmonds, A. (2014). How to assess L2 proficiency: An overview of proficiency assessment research (pp. 3–26). In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2 proficiency: Perspectives from SLA (Second Language Acquisition 78). Bristol: Multilingual Matters.

McIvor, O., & Jacobs, P. (2016). NEȾOLṈEW̱ ‘one mind, one people’ language learning assessment tool. Victoria: University of Victoria. (https://www.uvic.ca/research/assets/docs/rpkm/NETOLNEW_Language_Learning_Assessment_Tool-printable.pdf)

Prince, P. 2014). Listening comprehension: Processing demands and assessment issues research (pp. 93–108). In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2 proficiency: Perspectives from SLA (Second Language Acquisition 78). Bristol: Multilingual Matters.

Soriano, F. I. (2013). Conducting needs assessment: A multidisciplinary approach. Thousand Oaks, CA: Sage.

Tracy-Ventura, N., McManus, K., Norris, J. N., & Ortega, L. (2014). ‘Repeat as much as you can’: Elicited imitation as a measure of oral proficiency in L2 French (pp. 143–166). In P. Leclercq, A. Edmonds, & H. Hilton (Eds.), Measuring L2 proficiency: Perspectives from SLA (Second Language Aquisition 78). Bristol, UK: Multilinugal Matters.

Research Methods

Baum, F., MacDougall, C., & Smith, D. (2006). Participatory action research. Journal of Epidemiology and Community Health 60(10): 854-857.

Boersma, P., & Weenink, D. (2016). Praat: doing phonetics by computer [Computer program]. Version 6.0.19. Retrieved 13 June 2016 from http://www.praat.org/

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Gick, B., Bird, S., & Wilson, I. (2005). Techniques for field application of lingual ultrasound imaging. Journal of Clinical Linguistics and Phonetics 19(6–7), 503–514.

Ivankova, N. V. (2015). Mixed methods applications in action research: From methods to community action. Thousand Oaks, CA: Sage.

Long, M. H. (Ed.). (2011). Second language needs analysis. Cambridge: Cambridge University Press.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.

R Core Team. (2016). R: A language and environment for statistical computing. Version 3.3.2. http://www.r-project.org.

Soriano, F. I. (2013). Conducting needs assessment: A multidisciplinary approach. Thousand Oaks, CA: Sage.