Albrechtsen D., Henriksen B., & Færch C. (1980). Native speaker reactions to learners’ spoken interlanguage. Language Learning, 30, 365–396.
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, 529–555.
Boersma P., & Weenink D. (2010). Praat: Doing phonetics by computer [computer program] (version 5.1.29). www.praat.org.
Cartier F. A. (1975). Criterion-referenced testing in language skills. In Palmer L. A. & Spolsky B. (eds.), Papers on language testing 1967–1974, pp. 19–24. Washington, DC: TOEFL.
Clopper C. G., & Pisoni D. B. (2004). Some acoustic cues for the perceptual categorization of American English regional dialects. Journal of Phonetics, 32, 111–140.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Creswell J. W., & Plano-Clark V. (2011). Designing and conducting mixed-methods research (2nd edn.). Thousand Oaks, CA: Sage.
Derwing T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59, 547–566.
Derwing T. M., & Munro M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42, 476–490.
Derwing T. M., Munro M. J., & Thomson R. I. (2008). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29, 359–380.
Derwing T. M., Rossiter M. J., & Ehrensberger-Dow M. (2002). “They speaked and wrote real good”: Judgements of non-native and native grammar. Language Awareness, 11, 84–99.
Derwing T. M., Rossiter M. J., Munro M. J., & Thomson R. I. (2004). Second language fluency: Judgments on different tasks. Language Learning, 54, 665–679.
Dupoux E., Peperkamp S., & Sebastián-Gallés N. (2001). A robust method to study stress “deafness”. Journal of the Acoustical Society of America, 110, 1606–1618.
Fayer J. M., & Krasinski E. (1987). Native and nonnative judgments of intelligibility and irritation. Language Learning, 37, 313–326.
Foote J. A., Holtby A. K., & Derwing T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29, 1–22.
Gass S., & Varonis E. (1984). The effect of familiarity on the comprehensibility of nonnative speech. Language Learning, 34, 65–89.
Hahn L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201–223.
Isaacs T. (2008). Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students. Canadian Modern Language Review, 64, 555–580.
Isaacs T., & Thomson R. I. (in press). Rater experience, rating scale length, and judgments of L2 pronunciation: Revisiting research conventions. Language Assessment Quarterly.
Isaacs T., & Trofimovich P. (2010). Falling on sensitive ears? The influence of musical ability on extreme raters’ judgments of L2 pronunciation. TESOL Quarterly, 44, 375–386.
Isaacs T., & Trofimovich P. (in press). Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition, 34 (3). doi:10.1017S0272263112000150.
Kang O. (2010). Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38, 301–315.
Kang O., & Rubin D. L. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28, 441–456.
Kang O., Rubin D., & Pickering L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94, 554–566.
Labov W., Ash S., & Boberg C. (2006). The atlas of North American English: Phonetics, phonology and sound change. Berlin: Mouton de Gruyter.
Lacey M. (2011). In Arizona, complaints that an accent can hinder a teacher's career. The New York Times (September 25, 2011), p. A18.
Lev-Ari S., & Keysar B. (2010). Why don't we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46, 1093–1096.
Levis J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369–377.
Levis J. M. (2006). Pronunciation and the assessment of spoken language. In Hughes R. (ed.), Spoken English, TESOL and applied linguistics: Challenges for theory and practice, pp. 245–270. New York: Palgrave Macmillan.
Lippi-Green R. (2011). English with an accent: Language, ideology and discrimination in the United States (2nd edn.). London: Routledge.
Mallows C. L. (1964). Some comments on Cp. Technometrics, 15, 661–675.
Martin J. R., & Rose D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum.
Munro M. J. (2003). A primer on accent discrimination in the Canadian context. TESL Canada Journal, 20, 38–51.
Munro M. J., & Derwing T. M. (1994). Evaluations of foreign accent in extemporaneous and read material. Language Testing, 11, 253–266.
Munro M. J., & Derwing T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49, 285–310.
Munro M. J., Derwing T. M., Burgess C. S. (2010). Detection of nonnative speaker status from content-masked speech. Speech Communication, 52, 626–637.
Oppenheimer D. M. (2008). The secret life of fluency. Trends in Cognitive Sciences, 12, 237–241.
Ramus F., Nespor M., & Mehler J. (1999). Correlates of linguistic rhythm in the speech signal. Cognition, 73, 265–292.
Reber R., & Schwarz N. (1999). Effects of perceptual fluency on judgements of truth. Consciousness and Cognition, 8, 338–342.
Robinson G. C., & Stockman I. J. (2009). Cross-dialectal perceptual experienced of speech-language pathologists in predominantly Caucasian American school districts. Language, Speech, and Hearing Services in Schools, 40, 138–149.
Rubin D. L. (1992). Nonlanguage factors affecting undergraduates’ judgments of non-native English-speaking teaching assistants. Research in Higher Education, 33, 511–531.
SAS Institute Inc. (2004). SAS/STAT® 9.1 user's guide. Cary, NC: SAS Institute Inc.
Schairer K. E. (1992). Native speaker reaction to non-native speech. Modern Language Journal, 76, 309–319.
Southwood M. H., & Flege J. E. (1999). Scaling foreign accent: Direct magnitude estimation versus interval scaling. Clinical Linguistics & Phonetics, 13, 335–349.
Stein N. L., & Glenn C. G. (1979). An analysis of story comprehension in elementary school children. In Freedle R. (ed.), New directions in discursive processing, pp. 53–120. Norwood, NJ: Ablex.
Teddlie C., & Tashakkori A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.
Trofimovich P., Gatbonton E., & Segalowitz N. (2007). A dynamic look at L2 phonological learning: Seeking processing explanations for implicational phenomena. Studies in Second Language Acquisition, 29, 407–448.
University of Cambridge ESOL Examinations (2008). Certificate of Proficiency in English: Handbook for teachers. Cambridge: UCLES.
Vaissière J. (1991). Rhythm, accentuation and final lengthening in French. In Sundberg J., Nord L. & Carlson R. (eds.), Music, language, speech and brain (Wenner–Gren International Symposium Series 59), pp. 108–120. London: Macmillan.
Varonis E. M., & Gass S. (1982). The comprehensibility of non-native speech. Studies in Second Language Acquisition, 4, 114–136.
Wennerstrom A. (2001). The music of everyday speech: Prosody and discourse analysis. Oxford: Oxford University Press.
Whittlesea B. W. A. (1993). Illusions of familiarity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1235–1253.