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You searched for subject:(Pronunciation instruction). Showing records 1 – 26 of 26 total matches.

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Brigham Young University

1. Robins, Seth L. Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners.

Degree: MA, 2010, Brigham Young University

 Language learning strategies have become an important element of second language acquisition research over the course of the last few decades. Much research on these… (more)

Subjects/Keywords: pronunciation; pronunciation strategies; pronunciation gain; Japanese; second language acquisition; language learning strategies; strategy instruction; pronunciation acquisition; Other Languages, Societies, and Cultures

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APA (6th Edition):

Robins, S. L. (2010). Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3839&context=etd

Chicago Manual of Style (16th Edition):

Robins, Seth L. “Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners.” 2010. Masters Thesis, Brigham Young University. Accessed December 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3839&context=etd.

MLA Handbook (7th Edition):

Robins, Seth L. “Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners.” 2010. Web. 15 Dec 2019.

Vancouver:

Robins SL. Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Dec 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3839&context=etd.

Council of Science Editors:

Robins SL. Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3839&context=etd


University of Toronto

2. Leigh, Steven Alan. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.

Degree: 2016, University of Toronto

Using the qualitative framework of action research (AR), this thesis empirically tested my five session, Italian Lyric Diction Course for Opera Singers by examining the… (more)

Subjects/Keywords: Diction; Instruction; Lyric; Opera; Pedagogy; Pronunciation; 0456

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APA (6th Edition):

Leigh, S. A. (2016). Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72743

Chicago Manual of Style (16th Edition):

Leigh, Steven Alan. “Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.” 2016. Masters Thesis, University of Toronto. Accessed December 15, 2019. http://hdl.handle.net/1807/72743.

MLA Handbook (7th Edition):

Leigh, Steven Alan. “Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.” 2016. Web. 15 Dec 2019.

Vancouver:

Leigh SA. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1807/72743.

Council of Science Editors:

Leigh SA. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72743


University of Western Ontario

3. Zhang, Bei. English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction.

Degree: 2018, University of Western Ontario

 This study investigated ESL teachers’ perceived level of self-efficacy in pronunciation instruction, perceived level of language and pronunciation proficiency, and level of pronunciation instruction knowledge.… (more)

Subjects/Keywords: ESL teacher; pronunciation instruction; self-efficacy; language proficiency; pronunciation proficiency; knowledge of pronunciation instruction; Other Teacher Education and Professional Development

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APA (6th Edition):

Zhang, B. (2018). English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Bei. “English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction.” 2018. Thesis, University of Western Ontario. Accessed December 15, 2019. https://ir.lib.uwo.ca/etd/5290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Bei. “English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction.” 2018. Web. 15 Dec 2019.

Vancouver:

Zhang B. English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Dec 15]. Available from: https://ir.lib.uwo.ca/etd/5290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang B. English Language Teachers' Required Knowledge and Self-Efficacy Beliefs about Pronunciation Instruction. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

4. Pare,Edith O. Impact of Instruction on Learners' Acquisition of Various French Phonemes.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2011, University of Florida

 The purpose of this study is to examine the effectiveness of explicit instruction on pronunciation accuracy in a French intermediate class. Another objective of this… (more)

Subjects/Keywords: Foreign language learning; Language; Learning; Native languages; Nonnative languages; Phonemes; Phonetics; Pronunciation; Pronunciation instruction; Vowels; french  – intermediate  – phonemes  – pronunciation

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APA (6th Edition):

O, P. (2011). Impact of Instruction on Learners' Acquisition of Various French Phonemes. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043432

Chicago Manual of Style (16th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Masters Thesis, University of Florida. Accessed December 15, 2019. http://ufdc.ufl.edu/UFE0043432.

MLA Handbook (7th Edition):

O, Pare,Edith. “Impact of Instruction on Learners' Acquisition of Various French Phonemes.” 2011. Web. 15 Dec 2019.

Vancouver:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2019 Dec 15]. Available from: http://ufdc.ufl.edu/UFE0043432.

Council of Science Editors:

O P. Impact of Instruction on Learners' Acquisition of Various French Phonemes. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043432

5. Ahn, Yooyoung. Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices.

Degree: MA, Foreign Language Education, 2013, University of Texas – Austin

 With the spread of English as an international language, near native-like accuracy is no longer regarded as a necessary goal for the pronunciation class. This… (more)

Subjects/Keywords: Pronunciation instruction; EFL settings

…required course related to pronunciation: English Pronunciation Instruction, which armed… …the efficacy of instruction in teaching pronunciation, and to want to explore the topic more… …instruction. This result interests me in that it suggests that explicit instruction in pronunciation… …language setting have led me to think more about pronunciation instruction as well as the… …instruction. The second section addresses why intelligible pronunciation (as opposed to native… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Ahn, Y. (2013). Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22710

Chicago Manual of Style (16th Edition):

Ahn, Yooyoung. “Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices.” 2013. Masters Thesis, University of Texas – Austin. Accessed December 15, 2019. http://hdl.handle.net/2152/22710.

MLA Handbook (7th Edition):

Ahn, Yooyoung. “Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices.” 2013. Web. 15 Dec 2019.

Vancouver:

Ahn Y. Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2152/22710.

Council of Science Editors:

Ahn Y. Pronunciation instruction in English as a foreign language contexts : a review of goals and best practices. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22710


University of Kansas

6. Aldamen, Hesham. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 The present study investigated the role played by communicative pronunciation instruction as opposed to the traditional form-based approach in the perception and production of Arabic… (more)

Subjects/Keywords: Foreign language education; Arabic; Communicative Instruction; Emphasis; Emphatic Consonants; Foreign Language Teaching; Pronunciation Instruction

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APA (6th Edition):

Aldamen, H. (2018). TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27538

Chicago Manual of Style (16th Edition):

Aldamen, Hesham. “TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.” 2018. Doctoral Dissertation, University of Kansas. Accessed December 15, 2019. http://hdl.handle.net/1808/27538.

MLA Handbook (7th Edition):

Aldamen, Hesham. “TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS.” 2018. Web. 15 Dec 2019.

Vancouver:

Aldamen H. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1808/27538.

Council of Science Editors:

Aldamen H. TRAINING AMERICAN-ENGLISH SPEAKERS IN THE PERCEPTION AND PRODUCTION OF ARABIC EMPHATIC CONSONANTS. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27538


Leiden University

7. Singk Tozakou, Maria Ravinter. Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction.

Degree: 2014, Leiden University

Subjects/Keywords: second language acquisition; pronunciation; Dutch; Greek; pronunciation instruction

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APA (6th Edition):

Singk Tozakou, M. R. (2014). Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/29788

Chicago Manual of Style (16th Edition):

Singk Tozakou, Maria Ravinter. “Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction.” 2014. Masters Thesis, Leiden University. Accessed December 15, 2019. http://hdl.handle.net/1887/29788.

MLA Handbook (7th Edition):

Singk Tozakou, Maria Ravinter. “Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction.” 2014. Web. 15 Dec 2019.

Vancouver:

Singk Tozakou MR. Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1887/29788.

Council of Science Editors:

Singk Tozakou MR. Pronunciation difficulties? The pronunciation of native Dutch learners of Greek and the effects of pronunciation instruction. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/29788


University of Hong Kong

8. Zhang, Lan. Development and assessment of an acoustics-based multisensory accent reduction system.

Degree: M. Phil., 2012, University of Hong Kong

Technological advancements in the recent past have provided new methods for learning to speak English as a second language (ESL). The majority of accent reduction… (more)

Subjects/Keywords: English language - Accents and accentuation.; English language - Pronunciation by foreign speakers.; English language - Pronunciation - Computer-assisted instruction.

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APA (6th Edition):

Zhang, L. (2012). Development and assessment of an acoustics-based multisensory accent reduction system. (Masters Thesis). University of Hong Kong. Retrieved from Zhang, L. [章澜]. (2012). Development and assessment of an acoustics-based multisensory accent reduction system. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833018 ; http://dx.doi.org/10.5353/th_b4833018 ; http://hdl.handle.net/10722/173914

Chicago Manual of Style (16th Edition):

Zhang, Lan. “Development and assessment of an acoustics-based multisensory accent reduction system.” 2012. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Zhang, L. [章澜]. (2012). Development and assessment of an acoustics-based multisensory accent reduction system. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833018 ; http://dx.doi.org/10.5353/th_b4833018 ; http://hdl.handle.net/10722/173914.

MLA Handbook (7th Edition):

Zhang, Lan. “Development and assessment of an acoustics-based multisensory accent reduction system.” 2012. Web. 15 Dec 2019.

Vancouver:

Zhang L. Development and assessment of an acoustics-based multisensory accent reduction system. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Dec 15]. Available from: Zhang, L. [章澜]. (2012). Development and assessment of an acoustics-based multisensory accent reduction system. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833018 ; http://dx.doi.org/10.5353/th_b4833018 ; http://hdl.handle.net/10722/173914.

Council of Science Editors:

Zhang L. Development and assessment of an acoustics-based multisensory accent reduction system. [Masters Thesis]. University of Hong Kong; 2012. Available from: Zhang, L. [章澜]. (2012). Development and assessment of an acoustics-based multisensory accent reduction system. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833018 ; http://dx.doi.org/10.5353/th_b4833018 ; http://hdl.handle.net/10722/173914


University of Florida

9. Wade, Diana. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.

Degree: 2011, University of Florida

 This paper investigates the effects of explicit phonetic instruction on the ability of L2 Spanish students to acquire more native-like pronunciation of the Spanish voiceless… (more)

Subjects/Keywords: American sign language; Foreign language learning; Native languages; Nonnative languages; Phonology; Pronunciation; Pronunciation instruction; Sabers; T tests; Tablas

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APA (6th Edition):

Wade, D. (2011). Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wade, Diana. “Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.” 2011. Thesis, University of Florida. Accessed December 15, 2019. http://ufdc.ufl.edu/AA00059765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wade, Diana. “Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua.” 2011. Web. 15 Dec 2019.

Vancouver:

Wade D. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Dec 15]. Available from: http://ufdc.ufl.edu/AA00059765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wade D. Los efectos de la instrucción fonética explícita en la pronunciación de hablantes del español como segunda lengua. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00059765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Karlstad University

10. Westerberg, Ann-Britt. Med fokus på uttalet : Elever lär tilsammans.

Degree: Faculty of Arts and Education, 2012, Karlstad University

Subjects/Keywords: pronunciation; imitation; choir reading; pronunciation instruction; uttal; imitation; körläsning; uttalsundervisning

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APA (6th Edition):

Westerberg, A. (2012). Med fokus på uttalet : Elever lär tilsammans. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Westerberg, Ann-Britt. “Med fokus på uttalet : Elever lär tilsammans.” 2012. Thesis, Karlstad University. Accessed December 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Westerberg, Ann-Britt. “Med fokus på uttalet : Elever lär tilsammans.” 2012. Web. 15 Dec 2019.

Vancouver:

Westerberg A. Med fokus på uttalet : Elever lär tilsammans. [Internet] [Thesis]. Karlstad University; 2012. [cited 2019 Dec 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Westerberg A. Med fokus på uttalet : Elever lär tilsammans. [Thesis]. Karlstad University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Petkovski, Josephine Charlotte. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2016, University of San Francisco

  Learning the language of English for any adult English as a Second Language (ESL) learner is a challenge in and of itself. This is… (more)

Subjects/Keywords: Job Interviews: A Task-Based Unit for Speaking focused on Pronunciation; Adult and Continuing Education and Teaching; Curriculum and Instruction

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APA (6th Edition):

Petkovski, J. C. (2016). Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Petkovski, Josephine Charlotte. “Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.” 2016. Thesis, University of San Francisco. Accessed December 15, 2019. https://repository.usfca.edu/capstone/294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Petkovski, Josephine Charlotte. “Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US.” 2016. Web. 15 Dec 2019.

Vancouver:

Petkovski JC. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Dec 15]. Available from: https://repository.usfca.edu/capstone/294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petkovski JC. Teaching Speaking focused on Pronunciation to Adult ESL Learners in the US. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alabama

12. Lepore, Cindy E. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.

Degree: 2014, University of Alabama

 This study investigated students' motivation to develop pronunciation skills while participating in shared conversations called interpersonal audio discussions because research has suggested that learners desire… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Linguistics; Language; Foreign language instruction; anxiety; interactive; motivation; oral; pronunciation; self-confidence

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APA (6th Edition):

Lepore, C. E. (2014). Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lepore, Cindy E. “Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.” 2014. Thesis, University of Alabama. Accessed December 15, 2019. http://purl.lib.ua.edu/120425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lepore, Cindy E. “Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions.” 2014. Web. 15 Dec 2019.

Vancouver:

Lepore CE. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Dec 15]. Available from: http://purl.lib.ua.edu/120425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lepore CE. Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Iowa State University

13. Lima, Edna de Freitas. Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility.

Degree: 2015, Iowa State University

Pronunciation is an important part of language proficiency because of its immediate role in language judgments. Nevertheless, it has often been overlooked and sometimes neglected… (more)

Subjects/Keywords: Applied Linguistics and Technology; comprehensibility; instruction; ITAs; online; pronunciation; technology; Bilingual, Multilingual, and Multicultural Education; Education; English Language and Literature; Linguistics

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APA (6th Edition):

Lima, E. d. F. (2015). Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lima, Edna de Freitas. “Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility.” 2015. Thesis, Iowa State University. Accessed December 15, 2019. https://lib.dr.iastate.edu/etd/14561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lima, Edna de Freitas. “Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility.” 2015. Web. 15 Dec 2019.

Vancouver:

Lima EdF. Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Dec 15]. Available from: https://lib.dr.iastate.edu/etd/14561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lima EdF. Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

14. Willardson, Veronique. The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners.

Degree: MA, 2014, Brigham Young University

 This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation(more)

Subjects/Keywords: communicative approach; pronunciation; computer-assisted language instruction; early foreign language learners; Other Languages, Societies, and Cultures

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APA (6th Edition):

Willardson, V. (2014). The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6750&context=etd

Chicago Manual of Style (16th Edition):

Willardson, Veronique. “The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners.” 2014. Masters Thesis, Brigham Young University. Accessed December 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6750&context=etd.

MLA Handbook (7th Edition):

Willardson, Veronique. “The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners.” 2014. Web. 15 Dec 2019.

Vancouver:

Willardson V. The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Dec 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6750&context=etd.

Council of Science Editors:

Willardson V. The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6750&context=etd


Grand Valley State University

15. Nguyen, Nguyet. The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners.

Degree: 2019, Grand Valley State University

 Listening has been a neglected skill in both second language research and teaching practice (Khaghaninejad & Maleki, 2015; Nowrouzi, Tam, Zareian & Nimehchisalem, 2015) and… (more)

Subjects/Keywords: pronunciation; listening; perceptual skills; Vietnamese; phonetics; explicit instruction; sound perception; Applied Linguistics; First and Second Language Acquisition; Phonetics and Phonology

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APA (6th Edition):

Nguyen, N. (2019). The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nguyen, Nguyet. “The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners.” 2019. Thesis, Grand Valley State University. Accessed December 15, 2019. https://scholarworks.gvsu.edu/theses/929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nguyen, Nguyet. “The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners.” 2019. Web. 15 Dec 2019.

Vancouver:

Nguyen N. The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners. [Internet] [Thesis]. Grand Valley State University; 2019. [cited 2019 Dec 15]. Available from: https://scholarworks.gvsu.edu/theses/929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen N. The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners. [Thesis]. Grand Valley State University; 2019. Available from: https://scholarworks.gvsu.edu/theses/929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

16. Yates, Karen. Teaching linguistic mimicry to improve second language pronunciation.

Degree: 2003, University of North Texas

 This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use… (more)

Subjects/Keywords: English language  – Pronunciation by foreign speakers.; English language  – Study and teaching  – Foreign speakers.; ESL pronunciation; ESL pedagogy; video instruction; linguistic mimicry

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APA (6th Edition):

Yates, K. (2003). Teaching linguistic mimicry to improve second language pronunciation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4164/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yates, Karen. “Teaching linguistic mimicry to improve second language pronunciation.” 2003. Thesis, University of North Texas. Accessed December 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc4164/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yates, Karen. “Teaching linguistic mimicry to improve second language pronunciation.” 2003. Web. 15 Dec 2019.

Vancouver:

Yates K. Teaching linguistic mimicry to improve second language pronunciation. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Dec 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4164/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yates K. Teaching linguistic mimicry to improve second language pronunciation. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4164/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stockholm University

17. Noske, Karina. The influence of formal instruction on segmental speech production by German learners of English.

Degree: English, 2011, Stockholm University

  This study examines the influence of formal L2 English instruction (FEI) onpronunciation accuracy of similar and new vowels in the framework of Flege’s SpeechLearning… (more)

Subjects/Keywords: Segmental speech production; formal instruction; pronunciation accuracy; Speech Learning Model; Similarity; Bark-difference; German; Humanities and the Arts; Humaniora och konst; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Noske, K. (2011). The influence of formal instruction on segmental speech production by German learners of English. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62163

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Noske, Karina. “The influence of formal instruction on segmental speech production by German learners of English.” 2011. Thesis, Stockholm University. Accessed December 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62163.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Noske, Karina. “The influence of formal instruction on segmental speech production by German learners of English.” 2011. Web. 15 Dec 2019.

Vancouver:

Noske K. The influence of formal instruction on segmental speech production by German learners of English. [Internet] [Thesis]. Stockholm University; 2011. [cited 2019 Dec 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62163.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noske K. The influence of formal instruction on segmental speech production by German learners of English. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62163

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stockholm University

18. Noske, Karina. The influence of formal instruction on segmental speech production by German learners of English.

Degree: English, 2011, Stockholm University

  This study examines the influence of formal L2 English instruction (FEI) on pronunciation accuracy of similar and new vowels in the framework of Flege’s… (more)

Subjects/Keywords: Segmental speech production; formal instruction; pronunciation accuracy; Speech Learning Model; Similarity; Bark-difference; German; General Language Studies and Linguistics; Jämförande språkvetenskap och allmän lingvistik

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APA (6th Edition):

Noske, K. (2011). The influence of formal instruction on segmental speech production by German learners of English. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Noske, Karina. “The influence of formal instruction on segmental speech production by German learners of English.” 2011. Thesis, Stockholm University. Accessed December 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Noske, Karina. “The influence of formal instruction on segmental speech production by German learners of English.” 2011. Web. 15 Dec 2019.

Vancouver:

Noske K. The influence of formal instruction on segmental speech production by German learners of English. [Internet] [Thesis]. Stockholm University; 2011. [cited 2019 Dec 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noske K. The influence of formal instruction on segmental speech production by German learners of English. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pennsylvania

19. Barrett, Catrice. Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy.

Degree: 2015, University of Pennsylvania

 Each person learning a second or foreign language faces a unique developmental path. Individual learning trajectories have been obscured, however, by the search for “best… (more)

Subjects/Keywords: African American English; discourse analysis; ideology; music; pronunciation instruction; second language acquisition; Anthropological Linguistics and Sociolinguistics; Bilingual, Multilingual, and Multicultural Education; Linguistics

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APA (6th Edition):

Barrett, C. (2015). Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barrett, Catrice. “Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy.” 2015. Thesis, University of Pennsylvania. Accessed December 15, 2019. https://repository.upenn.edu/edissertations/1602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barrett, Catrice. “Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy.” 2015. Web. 15 Dec 2019.

Vancouver:

Barrett C. Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2019 Dec 15]. Available from: https://repository.upenn.edu/edissertations/1602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barrett C. Finding Our Rhythm: Contextualizing Second Language Development Through Music-Based Pedagogy. [Thesis]. University of Pennsylvania; 2015. Available from: https://repository.upenn.edu/edissertations/1602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

20. Miller, Toni-Ann. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.

Degree: 2012, University of Florida

 This study investigates the acquisition of second language phonology, specifically the fricative allophones of /b, d, g/. The research probes whether students who are studying… (more)

Subjects/Keywords: Alto; Foreign language learning; Hispanics; Nonnative languages; Phonetics; Pronunciation instruction; Sabers; Seas; Trucks; White people; Phonetics; Second language acquisition; Spanish language – Study and teaching

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APA (6th Edition):

Miller, T. (2012). La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miller, Toni-Ann. “La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.” 2012. Thesis, University of Florida. Accessed December 15, 2019. http://ufdc.ufl.edu/AA00059875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miller, Toni-Ann. “La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua.” 2012. Web. 15 Dec 2019.

Vancouver:

Miller T. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Dec 15]. Available from: http://ufdc.ufl.edu/AA00059875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller T. La adquisición y la producción de las fricativas sonoras /b, d, g/ por aprendices anglohablantes de español como segunda lengua. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00059875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

21. Inceoglu, Solene. Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Second Language Studies - Doctor of Philosophy 2014.

Face-to-face interaction often involves the simultaneous perception of the speaker's voice… (more)

Subjects/Keywords: French language – Study and teaching – English speakers; French language – Pronunciation; Speech perception; French language – Nasality; French language – Vowels; Linguistics; Foreign language instruction; Audiovisual training in foreign language acquisition

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APA (6th Edition):

Inceoglu, S. (2014). Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2350

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Inceoglu, Solene. “Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French.” 2014. Thesis, Michigan State University. Accessed December 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:2350.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Inceoglu, Solene. “Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French.” 2014. Web. 15 Dec 2019.

Vancouver:

Inceoglu S. Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Dec 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2350.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Inceoglu S. Effect of multimodal training on the perception and production of French nasal vowels by American English learners of French. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2350

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade de Brasília

22. Fernando Augusto Torres de Faria. O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas.

Degree: 2010, Universidade de Brasília

Poucas pesquisas em Linguística Aplicada têm se dedicado a investigar a importância do ensino explícito de pronúncia tanto na formação de alunos quanto de professores… (more)

Subjects/Keywords: competência comunicativa; explicit pronunciation instruction; formação de professores de línguas; instrução explícita de pronúncia; fonética e fonologia do Inglês; LINGUISTICA APLICADA; teacher training; communicative competence; beliefs; english phonetics and phonology; crenças

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APA (6th Edition):

Faria, F. A. T. d. (2010). O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Faria, Fernando Augusto Torres de. “O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas.” 2010. Thesis, Universidade de Brasília. Accessed December 15, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Faria, Fernando Augusto Torres de. “O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas.” 2010. Web. 15 Dec 2019.

Vancouver:

Faria FATd. O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2019 Dec 15]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Faria FATd. O desenvolvimento da competência comunicativa a partir da instrução explícita de pronúncia em um curso de formação continuada de professores de línguas. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

23. Patten, Iomi B. Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study.

Degree: MA, Communication Sciences and Disorders - Speech, Language and Hearing Sciences, 2012, University of Florida

 Japanese speakers who are learners of English have difficulty both producing and perceptually identifying the phoneme /r/. This phoneme is produced in variable ways by… (more)

Subjects/Keywords: Auditory perception; Biofeedback; Dental articulators; English language learners; Learning; Native languages; Phonemes; Pronunciation instruction; Syllables; Vowels; acquisition  – american  – biofeedback  – f3  – formant  – japanese  – japanese-language-speakers  – language  – native  – perception  – phoneme  – production  – r  – rhotic  – second  – speaker  – spectrogram  – treatment  – visual

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APA (6th Edition):

Patten, I. B. (2012). Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044211

Chicago Manual of Style (16th Edition):

Patten, Iomi B. “Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study.” 2012. Masters Thesis, University of Florida. Accessed December 15, 2019. http://ufdc.ufl.edu/UFE0044211.

MLA Handbook (7th Edition):

Patten, Iomi B. “Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study.” 2012. Web. 15 Dec 2019.

Vancouver:

Patten IB. Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2019 Dec 15]. Available from: http://ufdc.ufl.edu/UFE0044211.

Council of Science Editors:

Patten IB. Training Japanese L1 Speakers in American English L2 Production of the Phoneme /R/ Using Visual Biofeedback in the Form of a Spectrogram a Preliminary Study. [Masters Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044211


University of Florida

24. Bass, Bernice Marie. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.

Degree: 1975, University of Florida

Subjects/Keywords: Child psychology; English teachers; Ethnicity; Foreign language learning; Kindergarten; Language; Nonnative languages; Pronunciation; Siblings; Syntax; Curriculum and Instruction thesis Ph. D; Education, Bilingual  – Colorado; English language  – Study and teaching (Elementary)

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APA (6th Edition):

Bass, B. M. (1975). Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00032590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Thesis, University of Florida. Accessed December 15, 2019. http://ufdc.ufl.edu/AA00032590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Web. 15 Dec 2019.

Vancouver:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Internet] [Thesis]. University of Florida; 1975. [cited 2019 Dec 15]. Available from: http://ufdc.ufl.edu/AA00032590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Thesis]. University of Florida; 1975. Available from: http://ufdc.ufl.edu/AA00032590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Zarco Gonzalez, Ixchel. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.

Degree: MA, 2013, Brigham Young University

  The body of the literature examining the acquisition of Spanish rhotics is expanding (e.g., Canfield, 1940; Face, 2006; Rose, 2010; Hurtado & Estrada, 2010).… (more)

Subjects/Keywords: second language acquisition; rhotics; pronunciation; phonology; motivational intensity; intercultural development; phonetic context; speech style; level of instruction; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Zarco Gonzalez, I. (2013). Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd

Chicago Manual of Style (16th Edition):

Zarco Gonzalez, Ixchel. “Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.” 2013. Masters Thesis, Brigham Young University. Accessed December 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd.

MLA Handbook (7th Edition):

Zarco Gonzalez, Ixchel. “Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.” 2013. Web. 15 Dec 2019.

Vancouver:

Zarco Gonzalez I. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Dec 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd.

Council of Science Editors:

Zarco Gonzalez I. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd

26. Banzina, Elina. The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English.

Degree: PhD, Communication Disorders, 2012, Bowling Green State University

 Identifying those phonological factors that native listeners rely on most when perceiving non-native speech is critical for setting priorities in pronunciation instruction. The importance of… (more)

Subjects/Keywords: English As A Second Language; Linguistics; secondary-stressed syllables; unstressed-unreduced syllables; Russian learners of English as a second language; lexical stress; vowel reduction; word recognition; speech processing; intelligibility; pronunciation instruction

…effective and informed pronunciation instruction to nonnative speakers of English. Current… …informative for pronunciation instruction for certain non-native speaker groups. Additionally, while… …intuitions of the importance of addressing SS and UU vowels in pronunciation instruction. Moreover… …the pronunciation instruction or not, and whether they are worth attending to. It should be… …students.” What areas exactly the oral proficiency standards and pronunciation instruction should… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Banzina, E. (2012). The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580

Chicago Manual of Style (16th Edition):

Banzina, Elina. “The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English.” 2012. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580.

MLA Handbook (7th Edition):

Banzina, Elina. “The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English.” 2012. Web. 15 Dec 2019.

Vancouver:

Banzina E. The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English. [Internet] [Doctoral dissertation]. Bowling Green State University; 2012. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580.

Council of Science Editors:

Banzina E. The Role of Secondary-stressed and Unstressed-unreduced Syllables in Word Recognition: Acoustic and Perceptual Studies with Russian Learners of English. [Doctoral Dissertation]. Bowling Green State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340114580

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