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Levis, Iowa State University  \nHuong Le, Iowa State University  \nIvana Lucic, Iowa State University  \nEvan Simpson, Iowa State University  \nSonca Vo, Iowa State University  \nExperimental and Instructional Approaches  \nWhat’s hot 2015: Insights from pronunciation practitioners .............................................14  \nMarsha J. Chan, Sunburst Media and Mission College, CA  \nDonna M. Brinton, Educational Consultant, Beverly Hills, CA  \nIn other people’s words: Nonnative speakers’ imitation of professional speech...............29  \nJanay Crabtree, University of Virginia  \nA practitioner’s guide to English rhythm: A return to confidence ....................................39  \nWayne Dickerson, University of Illinois Urbana Champaign  \nWhere does pronunciation stand in the 21st century foreign language classroom? Educators’ and learners’ views ..........................................................................................51  \nFrédérique Grim, Colorado State University  \nJessica L. Sturm, Purdue University  \nThe importance of aspirated initial stops in English as a Lingua Franca ..........................66  \nMara Haslam, Stockholm University  \nElisabeth Zetterholm, Stockholm University  \nThe effect of metacognitive strategy instruction on L2 learner beliefs and listening skills ...................................................................................................................................76  \nJennifer A. Lacroix, Boston University  \nMarnie Reed, Boston University  \nAllen G. Harbaugh, Boston University  \nIs phonemic training using nonsense or real words more effective? .................................88  \nRon I. Thomson, Brock University  \nTracey M. Derwing, University of Alberta & Simon Fraser University.  \nTechnology and L2 Pronunciation  \nThe influence of various visual input types on L2 learners’ memory for the phonological  \nforms of newly-formed words ...........................................................................................98  \nKristie Durham, Department of Linguistics, University of Utah  \nRachel Hayes-Harb, Department of Linguistics, University of Utah  \nShannon Barrios, Department of Linguistics, University of Utah  \nCatherine E. Showalter, Department of Linguistics, University of Utah  \nBrazilian English x Brazilian Portuguese: A dynamic approach for the analysis of diphthongs in forensic contexts .......................................................................................108  \nMaria Lucia de Castro Gomes, Universidade Tecnológica Federal do Paraná  \nLanguage proficiency ratings: Human vs. machine .........................................................119  \nDavid O. Johnson, Northern Arizona University  \nOkim Kang, Northern Arizona University  \nRomy Ghanem, Northern Arizona University  \nThe acoustic phonetics of voiced TH in seven varieties of L2-accented English: Focus on intelligibility..................................................................................................................... 130  \nEttien Koffi, Saint Cloud State University, MN  \nAn exploration of teaching intonation using a TED talk .................................................143  \nAlison McGregor, University of Texas at Austin  \nBeth Zielinski, Macquarie University  \nColleen Meyers, University of Minnesota  \nMarnie Reed, Boston University  \nTransforming any text into an individualized segmental exercise via RelateWorld’s Pronunciation Highlighter..............................................................................................","cbCairmM0OROH6Ib","https://ap.wps.com/l/cbCairmM0OROH6Ib","pdf",12752077,315,"English","# The importance of dedicated conferences to the field of second language pronunciation\n# Experimental and Instructional Approaches\n## What’s hot 2015: Insights from pronunciation practitioners\n## In other people’s words: Nonnative speakers’ imitation of professional speech\n## A practitioner’s guide to English rhythm: A return to confidence\n## Where does pronunciation stand in the 21st century foreign language classroom? Educators’ and learners’ views\n## The importance of aspirated initial stops in English as a Lingua Franca\n## The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills\n## Is phonemic training using nonsense or real words more effective?\n# Technology and L2 Pronunciation\n## The influence of various visual input types on L2 learners’ memory for the phonological forms of newly-formed words\n## Brazilian English x Brazilian Portuguese: A dynamic approach for the analysis of diphthongs in forensic contexts\n## Language proficiency ratings: Human vs. machine\n## The acoustic phonetics of voiced TH in seven varieties of L2-accented English: Focus on intelligibility\n## An exploration of teaching intonation using a TED talk\n## Transforming any text into an individualized segmental exercise via RelateWorld’s Pronunciation Highlighter\n## What makes a Bostonian sound Bostonian and a Texan sound Texan?\n## Using Google Web speech as a springboard for identifying personal pronunciation problems\n# Teaching Tips\n## The stress stretch for prosodic improvement in English words and phrases\n## French pronunciation and vowel tension\n## Intelligibility: Five winning activities for SPEAK Test preparation\n## Learning L2 pronunciation while studying vocabulary\n## Peer-tutoring pronunciation contrasts: A fun, effective classroom procedure\n## Intonation bridging activities: Meaningful practice for final intonation\n## Teaching Talk, Tell-backs, and a declarative to procedural knowledge interface\n## Providing individualized homework and accountability for ITAs via Internet resources\n# Reviews\n## Review of Corpus of misunderstandings from the Asian corpus of English\n## Review of Handbook of English pronunciation","[{\"question\":\"What is the focus of these conference proceedings?\",\"answer\":\"The proceedings focus on research and practitioner approaches to second language pronunciation, spanning instructional methods and technology-supported learning. The contents include experimental findings, teaching tips, and review sections relevant to pronunciation practice.\"},{\"question\":\"Which teaching approaches and learning topics are covered under Experimental and Instructional Approaches?\",\"answer\":\"The section covers topics such as English rhythm instruction, aspirated initial stops, metacognitive strategy instruction, and comparisons of phonemic training using nonsense versus real words. It also includes perspectives from educators and learners on where pronunciation stands in the classroom.\"},{\"question\":\"How does the proceedings address technology in L2 pronunciation?\",\"answer\":\"Technology-related chapters examine visual input effects on learners’ phonological memory, speech and machine-based proficiency ratings, acoustic analysis of L2 accents, and teaching intonation with video resources. It also includes tools and methods such as RelateWorld’s Pronunciation Highlighter and Google Web speech for identifying pronunciation problems.\"}]","Pronunciation in Second Language Learning and Teaching - 7th Annual Proceedings - Conference held October 2016, Calgary, Alberta | PDF",1789738308,794]