[1]
T. M. Derwing and M. J. Munro, ‘Second Language Accent and Pronunciation Teaching: A Research-Based Approach’, TESOL Quarterly, vol. 39, no. 3, Sep. 2005, doi: 10.2307/3588486.
[2]
M. Müller, ‘Conceptualizing Pronunciation As Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom’, Foreign Language Annals, vol. 46, no. 2, pp. 213–229, Jun. 2013, doi: 10.1111/flan.12024.
[3]
Una Cunningham, ‘Models and targets for the pronunciation of English in Vietnam and Sweden’, Research in Language, vol. 7, 2009, [Online]. Available: https://www.researchgate.net/publication/29750694_Models_and_Targets_for_English_Pronunciation_in_Vietnam_and_Sweden
[4]
J. M. Murphy, ‘Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching’, System, vol. 42, pp. 258–269, Feb. 2014, doi: 10.1016/j.system.2013.12.007.
[5]
M. J. Munro and T. M. Derwing, ‘The functional load principle in ESL pronunciation instruction: An exploratory study’, System, vol. 34, no. 4, pp. 520–531, Dec. 2006, doi: 10.1016/j.system.2006.09.004.
[6]
Kazuya Saito, ‘The Influence of Explicit Phonetic Instruction on Pronunciation Teaching in EFL settings: The Case of English Vowels and Japanese Learners of English’, 2007, [Online]. Available: https://www.researchgate.net/publication/237538878_The_Influence_of_Explicit_Phonetic_Instruction_on_Pronunciation_Teaching_in_EFL_settings_The_Case_of_English_Vowels_and_Japanese_Learners_of_English
[7]
Graeme Couper, ‘The value of an explicit pronunciation syllabus in ESOL teaching’, Prospect, vol. 18, no. 3. 2003. [Online]. Available: http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_18_no_3/18_3_4_Couper.pdf
[8]
Anderson-Hsieh, L. R. T., & Koehler, K., ‘Connected speech modifications in the English of Japanese ESL learners’, IDEAL, vol. 7. 1994. [Online]. Available: https://files.eric.ed.gov/fulltext/ED400691.pdf
[9]
Graeme Couper, ‘Teaching word stress : learning from learners’ perceptions’, TESOL in Context, vol. Special Edition S3. 2012. [Online]. Available: http://www.tesol.org.au/files/files/274_graeme_couper.pdf
[10]
D. Ramírez Verdugo, ‘A Study of Intonation Awareness and Learning in Non-native Speakers of English’, Language Awareness, vol. 15, no. 3, pp. 141–159, Aug. 2006, doi: 10.2167/la404.0.
[11]
Ashtiani, Farshid TayariAmir Mahdavi Zafarghandi, ‘The Effect of English Verbal Songs on Connected Speech Aspects of Adult English Learners’ Speech Production’, Advances in Language and Literary Studies, vol. 6, pp. 212–226, 2015, [Online]. Available: https://search.proquest.com/central/docview/2188090971/EA77921D38704B88PQ/1?accountid=14782
[12]
M. Ramirez, ‘Flipping a Pronunciation Lesson for a Teacher Training Course’, in Innovations in Flipping the Language Classroom, J. Mehring and A. Leis, Eds. Singapore: Springer Singapore, 2018, pp. 45–57. doi: 10.1007/978-981-10-6968-0_4.
[13]
M. Véliz Campos, ‘A critical interrogation of the prevailing teaching model(s) of English pronunciation at teacher-training college level: A Chilean evidence-based study’, Literatura y lingüística, no. 23, pp. 213–236, 2011, doi: 10.4067/S0716-58112011000100012.
