Adda-Decker, M., & Baroni, S. (2017). Phonétique et Phonologie du Français. Presses Universitaires de France.
-Amiri, A. (2023). The pronunciation training and learning the phonetic rules in German textbooks of the sixth generation. Journal of Foreign Language Research, 13(1), 39-58. doi: 10.22059/jflr.2022.343582.958
- Anderson-Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure.
Language Learning, 42 (4), 529-555.
https://doi.org/10.1111/j.1467-1770.1992.tb01042.x
- Angoujard, J. P. (1997). La phonétique du français: De la norme aux variétés régionales. Armand Colin.
- Blom, E., & Soderstrom, M. (2020). Relating the prosody of infant-directed speech to children’s vocabulary. Cambridge University Press.
- Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press.
- Chun, D. M. (1998). Signal analysis software for teaching discourse intonation.
Language Learning & Technology, 2 (1), 61-77.
https://doi.org/10.10125/25033
-Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Cambridge University Press.
- Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction.
Language Learning, 48 (3), 393-410.
https://doi.org/10.1111/0023-8333.00047
-Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. doi:10.2307/3588486
- Dussias, P. E., & Sagarra, N. (2017). Exposure can influence bilinguals’ processing routines. Bilingualism: Language and Cognition, 20 (4), 714-726.
- Flege, J. E., Frieda, E. M., & Nozawa, T. (1997). Amount of native-language (L1) use affects the pronunciation of an L2.
Journal of Phonetics, 25 (2), 169-186.
https://doi.org/10.1006/jpho.1996.0040
- Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners: Effects of explicit pronunciation instruction on segmentals and suprasegmentals. Journal of Second Language Pronunciation, 2(1), 56-92. doi:10.1075/jslp.2.1.03gor
-Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223. doi:10.2307/3588378
- Hardison, D. M. (2004). Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology, 8 (1), 34-52. https://www.lltjournal.org/item/2468
- Jilka, M. (2000). The contribution of intonation to the perception of foreign accent: Identifying intonational deviations by means of F0 generation and resynthesis. Unpublished doctoral dissertation, University of Stuttgart.
- Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
- Lado, R. (1957). Linguistics Across Cultures: Applied Linguistics for Language Teachers. University of Michigan Press.
- Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45 (1), 73-97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
- Munro, M. J., & Derwing, T. M. (1998). The effects of speaking rate on listener evaluations of native and foreign-accented speech. Language Learning, 48 (2), 159-182. https://doi.org/10.1111/1467-9922.00038
- Nakamura, C., Harris, J., & Jun, S.-A. (2020). Learning to anticipate contrast with prosody: A visual world study with L2 learners. Proceedings of the 10th International Conference of Speech Prosody, Tokyo, Japan.
- Otroshi, M. (2020). The Analysis and Critique of the French Phonetics. Pizhuhish nāmah-i intiqādī-i mutūn va barnāmah hā-yi ̒ulūm-i insāni (Critical Studies in Texts & Programs of Human Sciences), 20(8), 1-15. doi: 10.30465/crtls.2020.27830.1641
- Oxford Handbook of Language Prosody. (2021). The Acquisition of Word Prosody. Oxford University Press.
-Rahbar, S., Ahangari, S., & Saeidi, M. (2020). Raising the Learners’ Awareness of Prosodic Features in Pronunciation and its Impact on Listening Comprehension: Insights from Noticing Hypothesis (Schmidt, 1995). Journal of Foreign Language Research, 10(2), 260-271. doi: 10.22059/jflr.2020.287970.674
- 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 EFL learners. Language Teaching Research, 21(5), 589-608. doi:10.1177/1362168816643111
- Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19 (4), 515-537. https://doi.org/10.1093/applin/19.4.515
- Wolters, J., Kim, J., & Szura, S. (2020). The roles of prosody in Chinese-English reading comprehension. Studies in Second Language Acquisition, 42 (2), 230-255.
- Zarekar, Fatemeh, Rahmatian, Rouhollah, & Nourbakhsh, Mandana. (2018). Les Problèmes de Perception et de Production de l’Intonation chez les Apprenants A1 du FLE en Iran. Recherches en Langue et Littérature Françaises, 12(21), 171-192.
-Zhang, R., & Yuan, Z. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905–918. doi:10.1017/S0272263120000121