TIPS FOR CLASSROOM USE

The tutorials on this site can easily be used to supplement classroom instruction or one-on-one tutoring.
  • Identify the sounds that a learner has difficulty with.
  • Recommend that the learner complete the relevant tutorials for those sounds (one at a time).
  • Invite the learner to submit a recording of the final "Practice" and "Use It!" activities in the tutorial.
  • Give feedback on the learner's recording to isolate any specific areas of difficulty. Each tutorial presents the target sound in many phonetic contexts, and learners may have more difficulty with some phonetic contexts than others.
This virtual presentation, given by Christine Wingate at AZCALL in 2020, provides additional guidelines and suggestions for teachers.
If you'd like additional suggestions or resources for using "American English Sounds" in classrooms, tutoring, or remote teaching, please submit a request using the "Contact" form on the homepage.


​Useful Resources and references

These sources may be useful references for English teachers. Many of these sources aided the development of the site.
​
Websites:
​Books:
  • ​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.
  • Grant, L., & Brinton, D. (2014). Pronunciation myths: Applying second language research to classroom teaching. University of Michigan Press.​
  • Swan, M. and Smith, B. (2001). Learner English: A teacher's guide to interference and other problems. Cambridge University Press

Articles:
  • Dickerson, W. B. (2000 March). Covert rehearsal as a bridge to accurate fluency. Paper presented at International TESOL, Vancouver, BC, Canada.
  • Kruk, M. (2012). Using online resources in the development of learner autonomy and English pronunciation: The case of individual learners. Journal of Second Language Teaching & Research, 1(2), 113-142.
  • Munro, M. J., Derwing, T. M., & Thomson, R. I. (2015). Setting segmental priorities for English learners: Evidence from a longitudinal study. International Review of Applied Linguistics in Language Teaching, 53(1), 39-60.
  • Levis, J. (2008). Computer Technology in Teaching and Researching Pronunciation. Annual Review of Applied Linguistics. 27. 184-202. 
  • Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408.
  • O’Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R. I., ... & Levis, G. M. (2018). Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4(2), 182-207.
  • Pennington, M.C. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer Assisted Language Learning, 12(5), 427–440. https://doi.org/10.1076/call.12.5.427.5693
  • Qian, M., Chukharev-Hudalainen, E., & Levis, J. (2018). A system for adaptive high-variability segmental-perceptual training: Implementation, effectiveness, and transfer. Language Learning and Technology, (22), 69–96.
  • Sardegna, V. G. (2011). Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 105-121), Ames, IA: Iowa State University
  • Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In Social factors in pronunciation acquisition. Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 39-53). Iowa State University.