Teaching contrastive stress to lower-proficiency learners

References

1. Bolinger, D.
   (1972) Accent is predictable (if you're a mind-reader). Language, 48(2), 633–644. 10.2307/412039
   https://doi.org/10.2307/412039 [Google Scholar]
2. Derwing, T. M., Munro, M. J., & Wiebe, G.
   (1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. 10.1111/0023‑8333.00047
   https://doi.org/10.1111/0023-8333.00047 [Google Scholar]
3. Gilbert, J.
   (1978) Gadgets: Some non-verbal tools for teaching pronunciation. TESL Reporter, 111, 6–71, 13.
   [Google Scholar]
4. Gordon, J., Darcy, I., & Ewert, D.
   (2013) Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. InJ. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012 (pp.194–206). Ames, IA: Iowa State University.
   [Google Scholar]
5. Hahn, L. D.
   (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. 10.2307/3588378
   https://doi.org/10.2307/3588378 [Google Scholar]
6. Jenkins, J.
   (2000) The phonology of English as an international language. Oxford University Press.
   [Google Scholar]
7. Levis, J. M., & Grant, L.
   (2003) Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19. 10.1002/j.1949‑3533.2003.tb00125.x
   https://doi.org/10.1002/j.1949-3533.2003.tb00125.x [Google Scholar]
8. Levis, J., & Muller Levis, G.
   (2018) Teaching high-value pronunciation features: Contrastive stress for intermediate learners. CATESOL Journal, 30(1), 139–160.
   [Google Scholar]
9. Levis, J. M. & Silpachai, A. O.
   (2018) Prominence and information structure in pronunciation teaching materials. InJ. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, ISSN2380-9566, University of Utah, September 2017 (pp.216–229). Ames, IA: Iowa State University.
   [Google Scholar]
10. McNerney, M., & Mendelsohn, D.
    (1992) Suprasegmentals in the pronunciation class: Setting priorities. InP. Avery & S. Ehrlich (eds.), Teaching American English pronunciation. Oxford University Press.
    [Google Scholar]
11. Muller Levis, G. & Levis, J.
    (2012) Learning to produce contrastive focus: A study of advanced learners of English. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept 2011 (pp.124–133). Ames, IA: Iowa State University.
    [Google Scholar]
12. Zhang, R., & Yuan, Z. M.
    (2020) Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905–918. 10.1017/S0272263120000121
    https://doi.org/10.1017/S0272263120000121 [Google Scholar]