The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility

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dc.contributor.authorTanner, Mark
dc.contributor.authorLandon, Melissa
dc.date.accessioned2017-06-14T02:35:41Z
dc.date.available2017-06-14T02:35:41Z
dc.date.issued2009-10-01
dc.identifier.citationTanner, M. & Landon, M. (2009). The Effects of Computer-assisted Pronunciation Readings on ESL Learners' Use of Pausing, S., Intonation, and Overall Comprehensibility. Language Learning & Technology, (13)3, 51–65. https://doi.org/10.64152/10125/44191
dc.identifier.doihttps://doi.org/10.64152/10125/44191
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44191
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherMichigan State University Center for Language Education and Research
dc.titleThe Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility
dc.typeArticle
dc.type.dcmiText
prism.endingpage65
prism.number3
prism.publicationnameLanguage Learning & Technology
prism.startingpage51
prism.volume13

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Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation