This document provides a list of additional references related to L2 speaking teaching and research. It includes over 50 sources such as journal articles, book chapters and other publications covering topics like developing L2 pragmatics, the effects of task repetition on oral language, pronunciation instruction, fluency development, and assessing English as a lingua franca. The references provide an overview of the current research on various aspects of second language speaking skills.
This document provides a list of additional references related to L2 speaking teaching and research. It includes over 50 sources such as journal articles, book chapters and other publications covering topics like developing L2 pragmatics, the effects of task repetition on oral language, pronunciation instruction, fluency development, and assessing English as a lingua franca. The references provide an overview of the current research on various aspects of second language speaking skills.
This document provides a list of additional references related to L2 speaking teaching and research. It includes over 50 sources such as journal articles, book chapters and other publications covering topics like developing L2 pragmatics, the effects of task repetition on oral language, pronunciation instruction, fluency development, and assessing English as a lingua franca. The references provide an overview of the current research on various aspects of second language speaking skills.
Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63, 68-
86. Blake, C. (2009). Potential of text-based internet chats for improving oral fluency in a second language. The Modern Language Journal, 93, 227-240. Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10, 245-261. Boersma, P. & Weenink, D. (2013). Praat: Doing phonetics by computer (Version 5.3.52)[Computer software] Retrieved from http://www.praat.org Burns, A. (1998). Teaching speaking. Annual review of Applied Linguistics, 18, 102- 123. Burns, A. (2001). Analysing spoken discourse: Implications for TESOL. In A. Burns and C. Coffin (Eds.), Analysing English in a global context: a reader (pp. 123-148). London: Routledge. Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23-48). Harlow, UK: Pearson Education. Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied Linguistics, 18, 20-42. Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39,543-549. Derwing, T. M. (2003). What do ESL students say about their accents? Canadian Modern Language Review, 59, 547-567. Derwing, T. (2017). L2 fluency development. In S. Loewen & M. Sato (Eds.), The Rougledge handbook of instructed second language acquisition (pp. 246-259). New York: Routledge. Derwing, T. M., Rossiter, M. J., & Thomson, R. I. (2008). L2 fluency: Judgments on different tasks. Language Learning, 54, 655-679. Elder, C., & Davies, A. (2006). Assessing English as a lingua franca. Annual Review of Applied Linguistics, 26, 282-304. Field, J. (2005). Intelligebility and the listener: The role of lexical stress. TESOL Quarterly, 39, 399-424. Goh, C. (2018). Learning speaking. In A. Burns & J. Richards (Eds.), The Cambridge Guide to learning English as a second language (pp. 204-212). Cambridge: Cambridge University Press. Gluhareva, D. & Prieto, P. (2017). Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations. Language Teaching Research, 21, 609-631. Growther, D., Isaacs, T., Trofimovich, P., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? The Modern Language Journal, 99, 80-95. Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-2224. Harding, L. (2013). Pronunciation assessment. In C. A. Chapelle (ed). The encycolpedia of applied linguistics. Oxford: Blackwell. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press. Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181. Kennedy, S. & Trofimovich, P. (2017). Pronunciation acquisition. . In S. Loewen & M. Sato (Eds.), The Rougledge handbook of instructed second language acquisition (pp. 260-279). New York: Routledge. Kirkpatrick, A. (2007). Language variation and the multilingual speaker of English: Implications for English language teaching. The New English Teacher, 11, 44-60. Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36, 345-366. Levelt, W. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press. Leung, C., Harris, R., & Rampton, B. (1997). The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31, 543-558. Nation, P. (1989). Improving speaking fluency. System, 17, 377-284. Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37, 719-729. Mauranen, A. (2003). The corpus of English as lingua franca in academic settings. TESOL Quarterly, 37, 513-527. McCarthy, M. & O’keefe, A. (2004). Research in the teaching of speaking. Annual Review of Applied Linguistics, 24, 26-43. Munro, M. & Derwing, T. (2001). Modelling perceptions of the accentedness and comprehensibility of L2 speech role of speaking rate. Studies in Second Language Acquisition, 23, 451-468. Pennington, M & Ellis, N. (2000). Cantonese speakers’ memory for English sentences with prosodic cues. The Modern Language Journal, 84(3), 372-389. Rossiter, M., Derwing, T., Manimtim, L., & Thomson, R. (2010). Oral fluency: The neglected component in the communicative language classroom. The Canadian Modern Language Review, 66, 583-606. Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46, 842-854. Saito, Y. & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese learners. Language Teaching Research, 21, 589-608. Segalowitz, N. & Freed, B. (2004). Context, contact and cognition in oral fluency acquisition. Studies in Second Language Acquisition, 26, 1763-199. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239. Taguchi, N. (2015). Instructional studies at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48. 1-50. Taguchi, N. (2018). Learning pragmatics. In In A. Burns & J. Richards (Eds.), The Cambridge Guide to learning English as a second language (pp. 251-259). Cambridge: Cambridge University Press. Taguchi, N. & Roever, C. (2017). Second language pragmatics. Oxford: Oxford University Press. Tokumoto, M. & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30, 392-408. Wood, D. (2001). In search of fluency: What is it and how can we teach it? The Canadian Modern Language Review, 57, 573-589. Wood, D. (2009). The effects of focused instruction of formulaic sequences on fluent expression in second language narratives: A case study. Canadian Modern Language Review, 12, 39-57.
Aprenda Inglés para Principiantes con Paul Noble – Learn English for Beginners with Paul Noble, Spanish Edition: Con audio de apoyo en español y un folleto descargable
Grammar Launch Intermediate 1: Completely master 15 English grammar structures using this book and the Grammar Launch MP3s so you can reach your goal of becoming fluent in English.