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Research articles

Phonological Awareness and Speech Comprehensibility: An Exploratory Study

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Pages 263-277 | Published online: 05 Jan 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (12)

Romana Kopečková, Magdalena Wrembel, Ulrike Gut & Anna Balas. (2023) Differences in phonological awareness of young L3 learners: an accent mimicry study. International Journal of Multilingualism 20:2, pages 408-424.
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Mahmood Yenkimaleki, Vincent J. van Heuven & Hassan Soodmand Afshar. (2022) The efficacy of segmental/suprasegmental vs. holistic pronunciation instruction on the development of listening comprehension skills by EFL learners. The Language Learning Journal 0:0, pages 1-15.
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William Steed & Manuel Delicado Cantero. (2018) First things first: exploring Spanish students' attitudes towards learning pronunciation in Australia. The Language Learning Journal 46:2, pages 103-113.
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Mahmood Yenkimaleki & Vincent J. van Heuven. (2016) The effect of prosody awareness training on the performance of consecutive interpretation by Farsi-English interpreter trainees: an experimental study. Asia Pacific Translation and Intercultural Studies 3:3, pages 235-251.
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Magdalena Wrembel. (2015) Metaphonological awareness in multilinguals: a case of L3 Polish. Language Awareness 24:1, pages 60-83.
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Joan C. Mora, Youssef Rochdi & Hanna Kivistö-de Souza. (2014) Mimicking accented speech as L2 phonological awareness. Language Awareness 23:1-2, pages 57-75.
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Sara Kennedy & Pavel Trofimovich. (2010) Language awareness and second language pronunciation: a classroom study. Language Awareness 19:3, pages 171-185.
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Roger Berry. (2009) EFL majors' knowledge of metalinguistic terminology: a comparative study. Language Awareness 18:2, pages 113-128.
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Articles from other publishers (51)

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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Joshua Gordon. (2020) Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research 27:3, pages 718-745.
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Yujie Shao, Kazuya Saito & Adam Tierney. (2022) How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training. TESOL Quarterly 57:1, pages 33-63.
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Marion Coumel, Christine Groß, Sabine Sommer-Lolei & Markus Christiner. (2023) The Contribution of Music Abilities and Phonetic Aptitude to L2 Accent Faking Ability. Languages 8:1, pages 68.
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Kazuya Saito, Magdalena Kachlicka, Yui Suzukida, Katya Petrova, Bradford J. Lee & Adam Tierney. (2022) Auditory precision hypothesis-L2: Dimension-specific relationships between auditory processing and second language segmental learning. Cognition 229, pages 105236.
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Cinthia M. Chong. (2022) Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning. STEM Journal 23:4, pages 47-64.
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Joshua Gordon & Isabelle Darcy. (2022) Teaching segmentals and suprasegmentals. Journal of Second Language Pronunciation 8:2, pages 168-195.
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Vita V Kogan & Joan C. Mora. (2022) The effects of individual differences in native perception on discrimination of a novel non-native contrast. Laboratory Phonology 24:1.
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Camille Meritan. (2022) Integrating online pronunciation instruction: The case of learners of French. Foreign Language Annals 55:3, pages 877-893.
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Sara Zahler & Gillian Lord. (2022) The role of phonological short-term memory in second language phonology. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 35:1, pages 173-205.
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Elena Theodosis Kkese. 2022. Research Anthology on Applied Linguistics and Language Practices. Research Anthology on Applied Linguistics and Language Practices 1514 1533 .
Mahmood Yenkimaleki & 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, pages 92-102.
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Camille Meritan. (2021) Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process. Languages 6:4, pages 182.
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Daniel John Frost & Alice Henderson. 2021. English Pronunciation Instruction. English Pronunciation Instruction 198 222 .
Anita Buczek-Zawiła. (2021) Phonological Awareness of L1 Systemic Segmental Contrasts among Advanced ESL Speakers with Varied L1 Backgrounds. Anglica. An International Journal of English Studies:30/2, pages 107-125.
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Mahmood Yenkimaleki & Vincent J. van Heuven. (2021) Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System 100, pages 102557.
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Joshua Gordon. (2021) Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention. RELC Journal 52:1, pages 94-109.
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Pedro Luis Luchini. (2021) Mediciones de ritmo, grado de acento extranjero y fluidez discursiva. Cadernos de Linguística 2:1, pages 01-21.
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Serdar Akbulut, Yasemin Aslan & Eylem Ezgi. (2021) Native Language Awareness of Preservice Teachers. International Journal of Educational Methodology 7:1, pages 67-78.
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Runhan Zhang & Zhou-min Yuan. (2020) EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION. Studies in Second Language Acquisition 42:4, pages 905-918.
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Canan Aksakallı & Oktay Yağız. (2020) The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation. GIST – Education and Learning Research Journal 20, pages 7-31.
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İlyas YAKUT. (2020) Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training. Eurasian Journal of Applied Linguistics 6:1, pages 101-118.
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Kazuya Saito, Konstantinos Macmillan, Tran Mai, Yui Suzukida, Hui Sun, Viktoria Magne, Meltem Ilkan & Akira Murakami. (2020) Developing, Analyzing and Sharing Multivariate Datasets: Individual Differences in L2 Learning Revisited. Annual Review of Applied Linguistics 40, pages 9-25.
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Elena Theodosis Kkese. 2020. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms 62 81 .
John HodgettsJohn Hodgetts. 2020. Pronunciation Instruction in English for Academic Purposes. Pronunciation Instruction in English for Academic Purposes 9 49 .
Lauren Strachan, Sara Kennedy & Pavel Trofimovich. (2019) Second language speakers’ awareness of their own comprehensibility. Journal of Second Language Pronunciation 5:3, pages 347-373.
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Mahmood Yenkimaleki & Vincent J. van Heuven. (2019) Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English. Dutch Journal of Applied Linguistics 8:2, pages 291-309.
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Camille Meritan & Aurore Mroz. (2019) Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation. Foreign Language Annals 52:4, pages 798-821.
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Kazuya Saito & Luke Plonsky. (2019) Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis. Language Learning 69:3, pages 652-708.
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Vance Schaefer, Isabelle Darcy & Linda Abe. (2018) The distress in not stressing and destressing stress in English: Using wordplay to boost awareness, intelligibility, and communicative competence. TESOL Journal 10:3.
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İbrahim Halil Topal. (2019) CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Dil ve Dilbilimi Çalışmaları Dergisi 15:2, pages 420-436.
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Zhisheng (Edward) Wen & Shaofeng Li. 2019. The Cambridge Handbook of Language Learning. The Cambridge Handbook of Language Learning 365 389 .
Mahmood Yenkimaleki & Vincent J. Van Heuven. (2019) Prosody Instruction for Interpreter Trainees: Does Methodology Make a Difference? An Experimental Study. Across Languages and Cultures 20:1, pages 117-133.
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Kazuya Saito. (2018) Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation. Second Language Research 35:2, pages 149-172.
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Jennifer Cabrelli, Alicia Luque & Irene Finestrat-Martínez. (2019) Influence of L2 English phonotactics in L1 Brazilian Portuguese illusory vowel perception. Journal of Phonetics 73, pages 55-69.
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Jang, Juhyun. (2019) Investigating Second Language Pronunciation Correlates of Accentedness, Comprehensibility, and Intelligibility for Young and Adult Learners of English. Studies in Foreign Language Education 33:1, pages 289-309.
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Louise Rose, Laura Istanboulian, Orla M. Smith, Soledad Silencieux, Brian H. Cuthbertson, Andre Carlos Kajdacsy-Balla Amaral, Ian Fraser, Joanne Grey & Craig Dale. (2018) Feasibility of the electrolarynx for enabling communication in the chronically critically ill: The EECCHO study. Journal of Critical Care 47, pages 109-113.
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John M. Levis. 2018. Intelligibility, Oral Communication, and the Teaching of Pronunciation. Intelligibility, Oral Communication, and the Teaching of Pronunciation.
Joan C. Mora & Mayya Levkina. (2017) TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2, pages 381-399.
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Hanna Kivistö-de Souza. (2017) BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?. Trabalhos em Linguística Aplicada 56:1, pages 235-258.
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Meisam Rahimi. (2016) Second language articulatory training and computer-generated feedback in L2 pronunciation improvement. ITL - International Journal of Applied Linguistics 167:2, pages 190-209.
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Shawn Loewen & Luke PlonskyShawn Loewen & Luke Plonsky. 2016. An A–Z of Applied Linguistics Research Methods. An A–Z of Applied Linguistics Research Methods 1 205 .
Kazuya Saito. (2014) Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research 19:3, pages 276-300.
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Elizabeth M Kissling. (2014) Phonetics instruction improves learners? perception of L2 sounds. Language Teaching Research 19:3, pages 254-275.
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Susana Araújo, Luís Faísca, Inês Bramão, Alexandra Reis & Karl Magnus Petersson. (2015) Lexical and sublexical orthographic processing: An ERP study with skilled and dyslexic adult readers. Brain and Language 141, pages 16-27.
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Elizabeth M. Kissling. (2014) What Predicts the Effectiveness of Foreign-Language Pronunciation Instruction? Investigating the Role of Perception and Other Individual Differences. The Canadian Modern Language Review 70:4, pages 532-558.
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Sara Kennedy, Josée Blanchet & Pavel Trofimovich. (2014) Learner Pronunciation, Awareness, and Instruction in French as a Second Language. Foreign Language Annals 47:1, pages 79-96.
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Jean Turner & Audrey Gutierrez. (2013) Pronunciation Training Needs for Chinese and Korean Interpreters-in-Training. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 20:3, pages 90-100.
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Elizabeth M. Kissling. (2013) Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?. The Modern Language Journal 97:3, pages 720-744.
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Amanda Müller. 2013. Serious Games for Healthcare. Serious Games for Healthcare 283 295 .
Murat Hismanoglu. (2012) An investigation of phonological awareness of prospective EFL teachers. Procedia - Social and Behavioral Sciences 31, pages 639-645.
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