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Language Awareness Volume 28, 2019 - Issue 4
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Original Articles

Attending to second language lexical stress: exploring the roles of metalinguistic awareness and self-assessment

Mary Grantham O’BrienSchool of Languages, Linguistics, Literatures and Cultures, University of Calgary, Calgary, AB, CanadaCorrespondence[email protected]
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Pages 310-328 | Received 05 Sep 2017, Accepted 27 May 2019, Published online: 12 Jun 2019

Citations (5)

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Read on this site (2)

Ron I. Thomson, Tracey M. Derwing & Murray J. Munro. (2023) How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study. Language Awareness 0:0, pages 1-23.
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Elena Tribushinina, Zoë op ten Berg & Sonja Karman. (2022) Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study. Language Awareness 31:3, pages 351-370.
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Articles from other publishers (3)

Hsueh Chu Chen & Jing Xuan Tian. (2023) The Effects of Metaphonological Awareness Protocol Training on English Word Stress by Chinese EFL Learners後設音韻覺識教學法對中國英文學習者英語詞重音習得之影響. English Teaching & Learning.
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Joan C. Mora & 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, pages 1042.
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Mary Grantham O’Brien & Ross Sundberg. (2023) Lexical stress assignment preferences in L2 German. International Review of Applied Linguistics in Language Teaching 61:2, pages 449-478.
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