Cover not available

Article published In: 25 years of Intelligibility, Comprehensibility and Accentedness
Edited by John M. Levis, Tracey M. Derwing and Murray J. Munro
[Journal of Second Language Pronunciation 6:3] 2020
► pp. 310–328

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Revisiting the Intelligibility and Nativeness Principles

 | Iowa State University
Published online: 29 October 2020
DOI logo with link
https://doi.org/10.1075/jslp.20050.lev
Abstract
(2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. Google Scholar logo with link to Google Scholar named two conflicting approaches to pronunciation teaching, the Nativeness Principle and the Intelligibility Principle. This paper revisits those two principles to argue for the superiority of the Intelligibility Principle in regard to where pronunciation fits within the wider field of language teaching, in how it effectively addresses teaching goals, in how it best addresses all contexts of L2 pronunciation learning, and in how it recognizes the reality of social consequences of pronunciation differences. In contrast, the Nativeness Principle, despite its long pedigree and many defenders, falls short by advocating native pronunciation for L2 learners, which is both unlikely to be achieved and unnecessary for effective communication in the L2.
Article outline
  • 1.Introduction
  • 2.Terminology in Levis (2005) and Munro and Derwing (1995)
  • 3.Nativeness, Intelligibility and Pronunciation Teaching
  • 4.Nativeness, Intelligibility and their Implications for Pronunciation Teaching
  • 5.How are the Nativeness and Intelligibility principles related?
  • 6.Research and the nativeness principle
  • 7.Nativeness, Intelligibility and Contexts for Pronunciation Learning
  • 8.Intelligibility, Nativeness and Social Ramifications of Accent
  • 9.Conclusion
  • Acknowledgements
  • References
References (65)
References
Adank, P., Evans, B. G., Stuart-Smith, J., & Scott, S. K. (2009). Comprehension of familiar and unfamiliar native accents under adverse listening conditions. Journal of Experimental Psychology: Human Perception and Performance, 35(2), 520–529.Google Scholar logo with link to Google Scholar
Agudo, J. D. D. M. (Ed.). (2017). Native and non-native teachers in English language classrooms: Professional challenges and teacher education. Walter de Gruyter. Google Scholar logo with link to Google Scholar
Baese-Berk, M. M., Bradlow, A. R., & Wright, B. A. (2013). Accent-independent adaptation to foreign accented speech. The Journal of the Acoustical Society of America, 133(3), EL174–EL180. Google Scholar logo with link to Google Scholar
Bradlow, A. R., & Bent, T. (2008). Perceptual adaptation to non-native speech. Cognition, 106(2), 707–729. Google Scholar logo with link to Google Scholar
Brown, A. (1988). Functional load and the teaching of pronunciation. TESOL Quarterly, 22(4), 593–606. Google Scholar logo with link to Google Scholar
Buckingham, L. (2015). Shades of cosmopolitanism: EFL teachers’ perspectives on English accents and pronunciation teaching in the Gulf. Journal of Multilingual and Multicultural Development, 36(6), 638–653. Google Scholar logo with link to Google Scholar
Cerreta, S., & Trofimovich, P. (2018). Engaging the senses: A sensory-based approach to L2 pronunciation instruction for actors. Journal of Second Language Pronunciation, 4(1), 46–72. Google Scholar logo with link to Google Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.Google Scholar logo with link to Google Scholar
Clarke, C. M., & Garrett, M. F. (2004). Rapid adaptation to foreign-accented English. The Journal of the Acoustical Society of America, 116(6), 3647–3658. Google Scholar logo with link to Google Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. Google Scholar logo with link to Google Scholar
Coppieters, R. (1987). Competence differences between native and near-native speakers. Language, 63(3), 544–573. Google Scholar logo with link to Google Scholar
Cutler, A. (1986). Forbear is a homophone: Lexical prosody does not constrain lexical access. Language and Speech, 29(3), 201–220. Google Scholar logo with link to Google Scholar
Derwing, T. M. (2003). What do ESL students say about their accents? Canadian Modern Language Review, 59(4), 547–567. Google Scholar logo with link to Google Scholar
Derwing, T. M. & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching and Research, 42 (4), 476–490. Google Scholar logo with link to Google Scholar
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals. Evidence-based perspectives for L2 teaching and research. John Benjamins. Google Scholar logo with link to Google Scholar
Deterding, D. (2012). Pronunciation in World Englishes. The Encyclopedia of Applied Linguistics. Retrieved from. Google Scholar logo with link to Google Scholar
Dragojevic, M., Mastro, D., Giles, H., & Sink, A. (2016). Silencing nonstandard speakers: A content analysis of accent portrayals on American primetime television. Language in Society, 45(1), 59–85. Google Scholar logo with link to Google Scholar
Flege, J. E., Munro, M. J., & MacKay, I. R. (1995). Factors affecting strength of perceived foreign accent in a second language. The Journal of the Acoustical Society of America, 97(5), 3125–3134. Google Scholar logo with link to Google Scholar
Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. Google Scholar logo with link to Google Scholar
Giles, H., Wilson, P., & Conway, A. (1981). Accent and lexical diversity as determinants of impression formation and perceived employment suitability. Language Sciences, 3(1), 91–103. Google Scholar logo with link to Google Scholar
Gluszek, A., & Dovidio, J. F. (2010). Speaking with a nonnative accent: Perceptions of bias, communication difficulties, and belonging in the United States. Journal of Language and Social Psychology, 29(2), 224–234. Google Scholar logo with link to Google Scholar
Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. Google Scholar logo with link to Google Scholar
Harrison, G. (2013). “Oh, you’ve got such a strong accent”: Language identity intersecting with professional identity in the human services in Australia. International Migration, 51(5), 192–204. Google Scholar logo with link to Google Scholar
(2014). 12 Accent and ‘Othering’ in the workplace. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 255–272). DeGruyter Mouton. Google Scholar logo with link to Google Scholar
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.Google Scholar logo with link to Google Scholar
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. University of Illinois Press.Google Scholar logo with link to Google Scholar
Kang, O., Thomson, R. I., & Moran, M. (2018). Empirical approaches to measuring the intelligibility of different varieties of English in predicting listener comprehension. Language Learning, 68(1), 115–146. Google Scholar logo with link to Google Scholar
Kartushina, N., & Frauenfelder, U. H. (2014). On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation. Frontiers in Psychology, 51, 1246–1262. Google Scholar logo with link to Google Scholar
LeVelle, K., & Levis, J. (2014). Understanding the impact of social factors on L2 pronunciation: Insights from learners. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 97–118). DeGruyter Mouton. Google Scholar logo with link to Google Scholar
Levis, J. M. (1999). The intonation and meaning of normal yes/no questions. World Englishes, 18(3), 373–380. Google Scholar logo with link to Google Scholar
(2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. Google Scholar logo with link to Google Scholar
(2006). Pronunciation and the assessment of spoken language. In R. Hughes (Ed.), Spoken English, TESOL and applied linguistics (pp. 245–270). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
(2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. Google Scholar logo with link to Google Scholar
Levis, J. M., & Sonsaat, S. (2017). Pronunciation teaching in the early CLT era. In O. Kang, R. Thomson & J. Murphy (Eds.), The Routledge handbook of English pronunciation, (pp. 267–283). Routledge.Google Scholar logo with link to Google Scholar
Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931. Google Scholar logo with link to Google Scholar
Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States. Psychology Press. Google Scholar logo with link to Google Scholar
Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Age, 3(18), 21.Google Scholar logo with link to Google Scholar
Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C. (2002). The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36(2), 173–190. Google Scholar logo with link to Google Scholar
McCrocklin, S., & Link, S. (2016). Accent, identity, and a fear of loss? ESL students’ perspectives. Canadian Modern Language Review, 72(1), 122–148. Google Scholar logo with link to Google Scholar
McCullough, E. A., Clopper, C. G., & Wagner, L. (2019). Regional dialect perception across the lifespan: Identification and discrimination. Language and Speech, 62(1), 115–136. Google Scholar logo with link to Google Scholar
Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340–349. Google Scholar logo with link to Google Scholar
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348. Google Scholar logo with link to Google Scholar
Moyer, A. (2014). Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35(4), 418–440. Google Scholar logo with link to Google Scholar
Mugglestone, L. (1995). Talking proper: The rise of accent as social symbol. Oxford University Press.Google Scholar logo with link to Google Scholar
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. Google Scholar logo with link to Google Scholar
(2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520–531. Google Scholar logo with link to Google Scholar
Munro, M. J., Derwing, T. M., & Sato, K. (2006). Salient accents, covert attitudes: Consciousness-raising for pre-service second language teachers. Prospect, 211, 67–79.Google Scholar logo with link to Google Scholar
Ockey, G. J., & French, R. (2016). From one to multiple accents on a test of L2 listening comprehension. Applied Linguistics, 37(5), 693–715. Google Scholar logo with link to Google Scholar
Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research. London: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Piske, T., MacKay, I. R., & Flege, J. E. (2001). Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29(2), 191–215. Google Scholar logo with link to Google Scholar
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33(4), 511–531. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
(2017). Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38(4), 439–462.Google Scholar logo with link to Google Scholar
Scharenborg, O. (2007). Reaching over the gap: A review of efforts to link human and automatic speech recognition research. Speech Communication, 49(5), 336–347. Google Scholar logo with link to Google Scholar
Smith, L. E., & Rafiqzad, K. (1979). English for cross-cultural communication: The question of intelligibility. TESOL Quarterly, 371–380. Google Scholar logo with link to Google Scholar
Sorace, A. (1993). Incomplete vs. divergent representations of unaccusativity in non-native grammars of Italian. Second Language Research, 9(1), 22–47. Google Scholar logo with link to Google Scholar
(2003). Near-nativeness. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 130–151). Wiley Blackwell. Google Scholar logo with link to Google Scholar
Subtirelu, N. C. (2015). “She does have an accent but…”: Race and language ideology in students’ evaluations of mathematics instructors on RateMyProfessors.com. Language in Society, 44(1), 35–62. Google Scholar logo with link to Google Scholar
Suzukida, Y., & Saito, K. (2019). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle. Language Teaching Research, 1362168819858246. Google Scholar logo with link to Google Scholar
Tan, A. (2020). Transfer of suprasegmental improvements to novel sentences and segmental accuracy using real time audiovisual pitch training. Master’s thesis, Iowa State University. Google Scholar logo with link to Google Scholar
Thomson, R. (2014). Accent reduction and pronunciation instruction are the same thing. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 160–187). Ann Arbor: University of Michigan Press.Google Scholar logo with link to Google Scholar
Weatherhead, D., White, K. S., & Friedman, O. (2016). Where are you from? Preschoolers infer background from accent. Journal of Experimental Child Psychology, 1431, 171–178.Google Scholar logo with link to Google Scholar
Cited by (94)

Cited by 94 other publications

Marino, Francesca
2026. “We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok. System 136 ► pp. 103897 ff. DOI logo
Playsted, Skye & Damon P. Thomas
2026. Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia. System 136 ► pp. 103876 ff. DOI logo
Cai, Danwei, Ben Naismith, Maria Kostromitina, Zhongwei Teng, Kevin P. Yancey & Geoffrey T. LaFlair
2025. Developing an Automatic Pronunciation Scorer: Aligning Speech Evaluation Models and Applied Linguistics Constructs. Language Learning 75:S1 ► pp. 170 ff. DOI logo
Chan, Jim Yee Him
2025. Towards a feature-based L2 pronunciation teaching approach: variations in Hong Kong English and ELF intelligibility. Journal of English as a Lingua Franca DOI logo
Chau, Tuc & Amanda Huensch
2025. The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness. Studies in Second Language Acquisition 47:1 ► pp. 282 ff. DOI logo
Crowther, Dustin & Shawn Loewen
2025. Instructed Second Language Acquisition and Second Language Pronunciation. Language Learning 75:S1 ► pp. 30 ff. DOI logo
Dalman, Mohammadreza
2025. Second Language (L2) Learners’ Perceptions of Online-Based Pronunciation Instruction. Languages 10:4 ► pp. 62 ff. DOI logo
Gao, Jie
2025. Designing L2 pronunciation instruction activities for primary school learners. Language Teaching for Young Learners 7:1 ► pp. 29 ff. DOI logo
Gottardi, William & Rosane Silveira
2025. A theoretical assessment of ASR-based pronunciation activities for classroom learning. Texto Livre 18 DOI logo
Hirschi, Kevin, Okim Kang, Mu Yang, John H. L. Hansen & Kyle Beloin
2025. Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions. Language Learning 75:S1 ► pp. 204 ff. DOI logo
Jeong, Hyeseung & Stephanie Lindemann
2025. Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review. System 129 ► pp. 103599 ff. DOI logo
Kostromitina, Maria, Ekaterina Sudina & Eman Baghlaf
2025. Study and instrument quality in perception-based L2 pronunciation research. Studies in Second Language Acquisition 47:2 ► pp. 721 ff. DOI logo
Li, Linghong, Martin Valcke, Linda Badan & Christoph Anderl
2025. Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation. Language Teaching Research 29:6 ► pp. 2316 ff. DOI logo
Liu, Di, Chun Lai, Rongxin Lin & Tan Jin
2025. Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs. International Journal of Applied Linguistics 35:2 ► pp. 577 ff. DOI logo
Marlina, Roby
2025. Teaching Oral Communication and World Englishes. In The Wiley Blackwell Encyclopedia of World Englishes, ► pp. 1 ff. DOI logo
McCrocklin, Shannon & John Levis
2025. Automatic speech recognition and pronunciation learning. Language Teaching ► pp. 1 ff. DOI logo
Rahmati, Payam, Yaser Shamsi & Mohammadreza Dalman
2025. Teacher Cognition About Pronunciation Instruction: A Case Study of Persian as a Second Language Teachers. In Handbook of Teaching and Learning Persian as a Second Language [Springer Handbooks in Languages and Linguistics, ], ► pp. 493 ff. DOI logo
Rahmati, Payam, Yaser Shamsi & Mohammadreza Dalman
2025. Teacher Cognition About Pronunciation Instruction: A Case Study of Persian as a Second Language Teachers. In Handbook of Teaching and Learning Persian as a Second Language [Springer Handbooks in Languages and Linguistics, ], ► pp. 1 ff. DOI logo
Steele, Jeffrey
2025. Approaches and methods for the study of the L2 production of French segmentals and prosody. In Approaches and Methods in French Second Language Acquisition Research [Research Methods in Applied Linguistics, 9], ► pp. 20 ff. DOI logo
Whitworth, Benen & Heath Rose
2025. A Systematic Review of Research on the use of Shadowing for Second Language Pronunciation Teaching. Research Synthesis in Applied Linguistics ► pp. 1 ff. DOI logo
Won, Yongkook
2025. Assessing the efficacy of word error rate as a proxy for pronunciation quality. Journal of Second Language Pronunciation DOI logo
Won, Yongkook
2025. The impact of functional load and phoneme position on automated pronunciation assessment in young Korean EFL learners. System 133 ► pp. 103794 ff. DOI logo
Xue, Xiaojiao, Yuqing Zhong, Orooba Mushtaq & Min Zhou
2025. Teaching Experience and Instructional Context: How They Shape English Teachers’ Beliefs and Practices in Pronunciation Instruction. SAGE Open 15:3 DOI logo
Archibald, John & Shu-ning Sciban
2024. Factors Influencing Global Accent Ratings of Students in Mandarin Chinese Bilingual Programs. In Researching and Teaching the Chinese Language [Multilingual Education, 47], ► pp. 57 ff. DOI logo
Bradlow, Ann R.
2024. Bilingual Speech Intelligibility. In The Cambridge Handbook of Bilingual Phonetics and Phonology, ► pp. 746 ff. DOI logo
Chernyak, Bronya R., Ann R. Bradlow, Joseph Keshet & Matthew Goldrick
2024. A perceptual similarity space for speech based on self-supervised speech representations. The Journal of the Acoustical Society of America 155:6 ► pp. 3915 ff. DOI logo
Crowther, Dustin & Daniel R. Isbell
2024. Second language speech comprehensibility: A research agenda. Language Teaching 57:4 ► pp. 533 ff. DOI logo
Dmitrieva, Olga
2024. The Phonetics and Phonology of Adult L2 Learners in the Classroom. In The Cambridge Handbook of Bilingual Phonetics and Phonology, ► pp. 521 ff. DOI logo
Friedrich, Patricia & Tomas Mesquita
2024. Digital Englishes. In The Wiley Blackwell Encyclopedia of World Englishes, ► pp. 1 ff. DOI logo
Fullana, Natalia & Joan-Tomàs Pujolà
2024. L2 pronunciation in the spotlight. In La integración de la pronunciación en el aula de ELE [IVITRA Research in Linguistics and Literature, 42], ► pp. 88 ff. DOI logo
Gordon, Joshua & Roger Segura Arias
2024. “The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction. TESOL Quarterly 58:4 ► pp. 1666 ff. DOI logo
Hirschi, Kevin & Okim Kang
2024. Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English. TESOL Quarterly 58:3 ► pp. 1081 ff. DOI logo
Inceoglu, Solène, Wen-Hsin Chen & Hyojung Lim
2024. Monitoring student behavior in autonomous automatic speech recognition-based pronunciation practice. System 124 ► pp. 103387 ff. DOI logo
Isbell, Daniel R., Junkyu Lee & Juhyun Jang
2024. Linguistic influences on comprehensibility and accentedness in second language Korean speech. International Journal of Applied Linguistics 34:4 ► pp. 1575 ff. DOI logo
Levis, John M.
2024. Key issues in L2 pronunciation research. Journal of Second Language Pronunciation 10:3 ► pp. 293 ff. DOI logo
Levis, John M.
2024. Subtraction. Journal of Second Language Pronunciation 10:2 ► pp. 143 ff. DOI logo
Levis, John M. & Charlie Nagle
2024. Bridging the Gap between Bilingual Phonetic Research and Pronunciation Teaching. In The Cambridge Handbook of Bilingual Phonetics and Phonology, ► pp. 791 ff. DOI logo
Li, Ying
2024. Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom. Language Teaching Research DOI logo
Lin, Youran, Fangfang Li & Karen E. Pollock
2024. Pronunciation teaching in minority languages: perspectives of elementary school teachers in a Chinese-English bilingual program in Canada. Cogent Education 11:1 DOI logo
McDonough, Kim, Pavel Trofimovich, Oguzhan Tekin & Masatoshi Sato
2024. Exploring linguistic stereotyping of international students at a Canadian university. Journal of Multilingual and Multicultural Development 45:9 ► pp. 3632 ff. DOI logo
Mei, Yunbo
2024. Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors. Journal of Sociolinguistics 28:5 ► pp. 52 ff. DOI logo
Miao, Yongzhi
2024. FACTORS AFFECTING LISTENER PERCEPTION OF ACCENTED SPEECH: THE ROLE OF ACCENT FAMILIARITY AND LINGUISTIC TRAINING. International Journal of Listening 38:3 ► pp. 203 ff. DOI logo
Miao, Yongzhi, Heath Rose & Sepideh Hosseini
2024. The Interaction Effect of Pronunciation and Lexicogrammar on Comprehensibility: A Case of Mandarin-Accented English. Language and Speech 67:1 ► pp. 3 ff. DOI logo
Mora, Joan C. & Jonás Fouz-González
2024. Contrastive input enhancement in captioned video for L2 pronunciation learning. In Audiovisual input and second language learning [Language Learning & Language Teaching, 61], ► pp. 150 ff. DOI logo
Nagle, Charlie & Phil Hiver
2024. Optimizing second language pronunciation instruction: Replications of Martin and Sippel (2021), Olson and Offerman (2021), and Thomson (2012). Language Teaching 57:3 ► pp. 419 ff. DOI logo
Ortega-Llebaria, Marta
2024. Acquisition of Suprasegmental Phonology in Adult Bilingualism. In The Cambridge Handbook of Bilingual Phonetics and Phonology, ► pp. 471 ff. DOI logo
Pedro, Luis Luchini & Galante Debora
2024. Exploring the effects of integrating a research-led activity in the English pronunciation class: An evaluative study with Argentinian pre-service teachers. International Journal of English and Literature 15:2 ► pp. 11 ff. DOI logo
Santamaría Busto, Enrique
2024. El efecto Dunning-Kruger en la autoevaluación del español como L2. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37:1 ► pp. 27 ff. DOI logo
Suzuki, Ryuichi & Shigeru Yamane
2024. Japanese EFL learners’ comprehension and perceptions of three different accents in listening assessment. International Journal of Applied Linguistics 34:4 ► pp. 1497 ff. DOI logo
Tang, Jing & Jiayong He
2024. Segmentals weigh much more in comprehensibility than nuclear stress in read speech. Acta Psychologica 247 ► pp. 104313 ff. DOI logo
Trofimovich, Pavel, Anamaria Bodea, Thao-Nguyen Nina Le, Mary Grantham O’Brien, Masako Shimada & Cesar Teló
2024. What do students in human resource management know about accent bias?. Language Awareness 33:3 ► pp. 447 ff. DOI logo
Zetterholm, Elisabeth
2024. Phonological transfer in oral and written production among adult L2 learners of Swedish. In Multilingual Acquisition and Learning [Studies in Bilingualism, 67], ► pp. 613 ff. DOI logo
Ali, Mahmoud M.E.
2023. The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech. Language Teaching Research DOI logo
Ali, Saandia, Marie Garnier & Linda Terrier
2023. Vers une cartographie systématique en diachronie de la recherche en prononciation de l’anglais L2. Anglophonia 36 DOI logo
Berns, Janine & Sanne van Vuuren
2023. The native speaker ideal in FL pronunciation teaching practice. Belgian Journal of Linguistics 37 ► pp. 118 ff. DOI logo
Chun, Dorothy M.
2023. Review of ELSA, English Language Speech Assistant (https://elsaspeak.com/). Journal of Second Language Pronunciation 9:1 ► pp. 139 ff. DOI logo
Gómez Lacabex, Esther & Hanne Roothooft
2023. Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students. Research in Language 21:4 ► pp. 333 ff. DOI logo
Gómez-Lacabex, Esther & Hanne Roothooft
2023. Pronunciation in EMI. Journal of Multilingual Theories and Practices 4:1 ► pp. 76 ff. DOI logo
Huensch, Amanda & Charlie Nagle
2023. Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish. Studies in Second Language Acquisition 45:2 ► pp. 571 ff. DOI logo
Jarosz, Anna
2023. Theoretical and Practical Phonetic Instruction in the Eyes of Advanced Students. An Editorial to RiL Special Issue Vol. 21.3 and 21.4 on Pronunciation Research and Pronunciation Learning/Teaching in a Global EFL Perspective. Research in Language 21:3 ► pp. 211 ff. DOI logo
Levis, John M. & Zoë Zawadzki
2023. Recent dissertations on L2 pronunciation. Journal of Second Language Pronunciation 9:1 ► pp. 1 ff. DOI logo
Lin, Youran, Fangfang Li, Andrea A. N. MacLeod & Karen E. Pollock
2023. A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education. Frontiers in Psychology 14 DOI logo
Martin, Ines A. & Lieselotte Sippel
2023. Long-term effects of peer and teacher feedback on L2 pronunciation. Journal of Second Language Pronunciation 9:1 ► pp. 20 ff. DOI logo
Mora, Joan C. & Ingrid Mora-Plaza
2023. From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences 13:10 ► pp. 1042 ff. DOI logo
Mora-Plaza, Ingrid
2023. Review of Liu, Jones & Reed (2022): Phonetics in Language Teaching. Journal of Second Language Pronunciation 9:3 ► pp. 384 ff. DOI logo
Nagle, Charlie, Pavel Trofimovich, Oguzhan Tekin & Kim McDonough
2023. Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?. Applied Psycholinguistics 44:1 ► pp. 131 ff. DOI logo
Nagle, Charlie L., Amanda Huensch & Germán Zárate–Sández
2023. Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech. The Modern Language Journal 107:1 ► pp. 202 ff. DOI logo
Tsunemoto, Aki & Pavel Trofimovich
2023. Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. System 118 ► pp. 103125 ff. DOI logo
Uchihara, Takumi, Stuart Webb, Kazuya Saito & Pavel Trofimovich
2023. Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words. Language Learning 73:1 ► pp. 84 ff. DOI logo
Vančová, Hana
2023. AI and AI-powered tools for pronunciation training. Journal of Language and Cultural Education 11:3 ► pp. 12 ff. DOI logo
Zetterholm, Elisabeth & Emeli Ydringer
2023. Uttalsundervisning på sfi. Venue :23 DOI logo
Alnafisah, Mutleb, Erik Goodale, Ivana Rehman, John Levis & Tim Kochem
2022. The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness. System 110 ► pp. 102906 ff. DOI logo
Chun, Dorothy M. & Yan Jiang
2022. Using Technology to Explore L2 Pronunciation. In Second Language Pronunciation, ► pp. 129 ff. DOI logo
Demir, Yusuf & Galip Kartal
2022. MAPPING RESEARCH ON L2 PRONUNCIATION. Studies in Second Language Acquisition 44:5 ► pp. 1211 ff. DOI logo
Hayes-Harb, Rachel, Shannon L. Barrios & Alayo Tripp
2022. Whose input matters?. Journal of Second Language Pronunciation 8:3 ► pp. 363 ff. DOI logo
NAGLE, CHARLIE L., PAVEL TROFIMOVICH, MARY GRANTHAM O'BRIEN & SARA KENNEDY
2022. Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context. The Modern Language Journal 106:4 ► pp. 675 ff. DOI logo
Neal, Robert
2022. How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility?. Chinese as a Second Language Research 11:2 ► pp. 233 ff. DOI logo
Nowacka , Marta
2022. English Phonetics Course: University Students’ Preferences and Expectations. Research in Language 20:1 ► pp. 71 ff. DOI logo
O'Brien, Mary Grantham
2022. Making the Teaching of Suprasegmentals Accessible. In Second Language Pronunciation, ► pp. 85 ff. DOI logo
Staggs, Cecelia, Melissa Baese-Berk & Charlie Nagle
2022. The Influence of Social Information on Speech Intelligibility within the Spanish Heritage Community. Languages 7:3 ► pp. 231 ff. DOI logo
Tsunemoto, Aki, Pavel Trofimovich, Josée Blanchet, Juliane Bertrand & Sara Kennedy
2022. Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals 55:1 ► pp. 135 ff. DOI logo
Uchihara, Takumi
2022. Is it possible to measure word-level comprehensibility and accentedness as independent constructs of pronunciation knowledge?. Research Methods in Applied Linguistics 1:2 ► pp. 100011 ff. DOI logo
UZUN, Tarık
2022. PRESERVICE ENGLISH TEACHERS’ ATTITUDES AND BELIEFS ABOUT LEARNING AND TEACHING PRONUNCIATION. Dil Dergisi 173:2 ► pp. 22 ff. DOI logo
UZUN, Tarık
2022. The Interlanguage Speech Intelligibility Benefit for Turkish Speakers of English. Dil Eğitimi ve Araştırmaları Dergisi 8:1 ► pp. 70 ff. DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2022. Comparing the nativeness vs. intelligibility approach in prosody instruction for developing speaking skills by interpreter trainees: An experimental study. Speech Communication 137 ► pp. 92 ff. DOI logo
Colantoni, Laura, Paola Escudero, Victoria Marrero-Aguiar & Jeffrey Steele
2021. Evidence-Based Design Principles for Spanish Pronunciation Teaching. Frontiers in Communication 6 DOI logo
Gao, Yan, Bernard Gumah, Nora B. Kulbo, Prince Clement Addo, Dora B. Kulbo & Maxwell A. Aziabah
2021. Predictors of Teachers’ Self-Efficacy in Teaching EFL: An Examination of “Nativeness” and Teachers’ Training. Frontiers in Education 6 DOI logo
Gokgoz-Kurt, Burcu
2021. Book review. Journal of English for Academic Purposes 52 ► pp. 101016 ff. DOI logo
Lan, Yizhou & Tongtong Xie
2021. 2021 24th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), ► pp. 82 ff. DOI logo
Levis, John
2021. L2 pronunciation research and teaching. Journal of Second Language Pronunciation 7:2 ► pp. 141 ff. DOI logo
Munro, Murray J.
2021. On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition. Frontiers in Communication 6 DOI logo
Munro, Murray J.
2025. Applied Phonetics and Phonology. In Reference Module in Social Sciences, DOI logo
O’Brien, Mary Grantham
2021. Ease and Difficulty in L2 Pronunciation Teaching: A Mini-Review. Frontiers in Communication 5 DOI logo
Zhu, Chuanbo, Ryo Hakoda, Daisuke Saito, Nobuaki Minematsu, Noriko Nakanishi & Tazuko Nishimura
2021. 2021 IEEE Automatic Speech Recognition and Understanding Workshop (ASRU), ► pp. 1071 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue