<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-338X</journal-id>
<journal-title><![CDATA[Forma y Función]]></journal-title>
<abbrev-journal-title><![CDATA[Forma funcion, Santaf, de Bogot, D.C.]]></abbrev-journal-title>
<issn>0120-338X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-338X2020000200135</article-id>
<article-id pub-id-type="doi">10.15446/fyf.v33n2.81067</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿ENTRENAMIENTO PERCEPTIVO O INSTRUCCIÓN EXPLÍCITA? PERCEPCIÓN Y PRODUCCIÓN DE LOS PATRONES DE VOICE ONSET TIME INICIALES DEL INGLÉS (LE) POR ESTUDIANTES BRASILEÑOS]]></article-title>
<article-title xml:lang="en"><![CDATA[PERCEPTUAL TRAINING OR EXPLICIT INSTRUCTION? PERCEPTION AND PRODUCTION OF INITIAL VOICE ONSET TIME PATTERNS IN ENGLISH (FL) BY BRAZILIAN STUDENTS]]></article-title>
<article-title xml:lang="pt"><![CDATA[TREINAMENTO PERCEPTUAL OU INSTRUÇÃO EXPLÍCITA? PERCEPÇÃO E PRODUÇÃO DOS PADRÕES DE VOICE ONSET TIME INICIAIS DO INGLÊS (LE) POR ESTUDANTES BRASILEIROS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Ubiratã Kickhöfel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luchini]]></surname>
<given-names><![CDATA[Pedro Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[Mar del Plata ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>135</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-338X2020000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-338X2020000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-338X2020000200135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En inglés, el voice onset time (VOT) desempeña un rol crucial en las distinciones entre oclusivas sordas y sonoras en posición inicial de palabra. La combinación de las prácticas de entrenamiento perceptivo e instrucción explícita ofrece beneficios para la percepción y producción de esos segmentos por estudiantes de inglés. En este trabajo investigamos si la aplicación de cada una de esas técnicas brinda resultados positivos en términos de percepción y de producción de las oclusivas sordas aspiradas /p/, /t/ y /k/. Para ello, participaron 30 estudiantes brasileños de inglés, divididos en tres grupos, cada uno expuesto a diferentes tratamientos. Los participantes realizaron tareas de identificación y producción oral en tres momentos distintos (pretest, postest y postest tardío). Los resultados muestran que el entrenamiento perceptivo promueve mejoras en la percepción, pero no así en la producción. Por su parte, la instrucción explícita con prácticas de producción genera avances en la producción únicamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In English, Voice Onset Time (VOT) plays a crucial role in the differentiation between voiceless and voiced stop sounds in word-initial position. The combination of practices of perceptual training and explicit instruction enhance the perception and production of these segments by students of English. We investigate whether the application of each of these techniques produces positive results in terms of the perception and production of aspirated voiceless stops /p/, /t/ and /k/. Thirty Brazilian students divided into three groups participated in the study, with each group exposed to different treatments. Participants carried out identification and oral production tasks in three different moments (pretest, posttest, and delayed posttest). The results show that perceptual training improves perception, but not production. On the other hand, explicit instruction with production practices only improve production.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em inglês, o voice onset time (VOT) desempenha um papel crucial nas distinções entre oclusivas surdas e sonoras em posição inicial de palavra. A combinação de práticas de treinamento perceptual e instrução explícita ofrece benefícios para a percepção e produção desses segmentos por parte de estudantes de inglês. Neste trabalho, pesquisamos se a aplicação de cada uma dessas técnicas oferece resultados positivos em termos de percepção e produção das oclusivas surdas aspiradas /p/, /t/ e /k/. Para isso, participaram trinta estudantes brasileiros, divididos em três grupos, cada um exposto a diferentes tratamentos. Os participantes realizaram tarefas de identificação e produção oral em três momentos distintos (pré-teste, pós-teste e pós-teste tardio). Os resultados mostram que o treinamento perceptual promove melhorias na percepção, mas não na produção. Por sua vez, a instrução explícita com práticas de produção gera avanços unicamente na produção.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[entrenamiento]]></kwd>
<kwd lng="es"><![CDATA[instrucción]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[producción]]></kwd>
<kwd lng="es"><![CDATA[pronunciación]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[instruction]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[production]]></kwd>
<kwd lng="en"><![CDATA[pronunciation]]></kwd>
<kwd lng="pt"><![CDATA[treinamento]]></kwd>
<kwd lng="pt"><![CDATA[instrução]]></kwd>
<kwd lng="pt"><![CDATA[percepção]]></kwd>
<kwd lng="pt"><![CDATA[produção]]></kwd>
<kwd lng="pt"><![CDATA[pronúncia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abramson]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lisker]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Voice-timing perception in Spanish word-initial stops]]></article-title>
<source><![CDATA[Journal of Phonetics]]></source>
<year>1973</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aliaga-García]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring perceptual cue weighting after training: a comparison of auditory vs. articulatory training methods]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Wrembel]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Kul]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Dziubalska- Kolaczyk]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Achievements and Perspectives in SLA of Speech: New Sounds 2070]]></source>
<year>2011</year>
<page-range>12-8</page-range><publisher-loc><![CDATA[Frankfurt am Main ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Luchini]]></surname>
<given-names><![CDATA[P. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción de la distinción entre oclusivas sordas y sonoras iniciales del inglés (LE) por estudiantes argentinos: datos de identificación y discriminación]]></article-title>
<source><![CDATA[Revista Lingüística (ALFAL)]]></source>
<year>2016</year>
<volume>32</volume>
<page-range>25-39</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Luchini]]></surname>
<given-names><![CDATA[P. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of perceptual training on the identification and production of word-initial voiceless stops by Argentinean learners of English]]></article-title>
<source><![CDATA[Ilha do Desterro]]></source>
<year>2017</year>
<volume>70</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>15-32</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Magro]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Raising awareness of L2 phonology: explicit instruction and the acquisition of aspirated /p/ by Brazilian Portuguese speakers]]></article-title>
<source><![CDATA[Letras de Hoje]]></source>
<year>2011</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>71-80</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Motta]]></surname>
<given-names><![CDATA[C. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Focusing on the right cue: perception of voiceless and voiced stops in English by Brazilian learners]]></article-title>
<source><![CDATA[Phrasis]]></source>
<year>2014</year>
<volume>50</volume>
<page-range>31-50</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Zimmer]]></surname>
<given-names><![CDATA[M. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepção e produção dos padrões de VOT do inglês por aprendizes brasileiros: o papel de múltiplas pistas acústicas sob uma perspectiva dinâmica]]></article-title>
<source><![CDATA[Alfa Revista de Lingüística]]></source>
<year>2015</year>
<volume>59</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>157-80</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boersma]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Weenink]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Praat]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carlet]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[L2 perception and production of English consonants and vowels by Catalan speakers: the effects of attention and training task in a cross-training study]]></source>
<year>2017</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Autónoma de Barcelona]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carlet]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cebrian]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identification vs. discrimination training: learning effects for trained and untrained sounds]]></article-title>
<collab>The Scottish Consortium for ICPhS 2015</collab>
<source><![CDATA[Proceedings of the 78 th International Congress of Phonetic Sciences]]></source>
<year>2015</year>
<publisher-loc><![CDATA[United Kingdom ]]></publisher-loc>
<publisher-name><![CDATA[The University of Glasgow]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carlet]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cebrian]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing the effect of perceptual training on L2 vowel identification, generalization and long-term effects]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Nyvad]]></surname>
<given-names><![CDATA[A. M]]></given-names>
</name>
<name>
<surname><![CDATA[Hejná]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Hojen]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Jespersen]]></surname>
<given-names><![CDATA[A. B]]></given-names>
</name>
<name>
<surname><![CDATA[Sorensen]]></surname>
<given-names><![CDATA[M. H]]></given-names>
</name>
</person-group>
<source><![CDATA[A sound approach to language matters]]></source>
<year>2019</year>
<page-range>91119</page-range><publisher-loc><![CDATA[Aarhus ]]></publisher-loc>
<publisher-name><![CDATA[Aarhus University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cebrian]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Carlet]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gorba]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gavaldà]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perceptual training affects L2 perception but not cross-linguistic similarity]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Calhoun]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Tabain]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Warren]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 79th International Congress of Phonetic Sciences]]></source>
<year>2019</year>
<page-range>929-33</page-range><publisher-loc><![CDATA[Canberra ]]></publisher-loc>
<publisher-name><![CDATA[Australasian Speech Science and Technology Association Inc]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Celce-Murcia]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Briton]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodwin]]></surname>
<given-names><![CDATA[J. M]]></given-names>
</name>
<name>
<surname><![CDATA[Griner]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching Pronunciation]]></source>
<year>2010</year>
<edition>2a</edition>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cho]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Ladefoged]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Variation and universals in VOT: evidence from 18 languages]]></article-title>
<source><![CDATA[Journal of Phonetics]]></source>
<year>1999</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>207-29</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DeKeyser]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Skill Acquisition Theory]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Van Patten]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Theories in Second Language Acquisition]]></source>
<year>2015</year>
<edition>2a</edition>
<page-range>94-112</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echelberger]]></surname>
<given-names><![CDATA[A. D]]></given-names>
</name>
</person-group>
<source><![CDATA[Explicit pronunciation instruction and its impact on the intelligibility of literacy level adult EL learners]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Hamline University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flege]]></surname>
<given-names><![CDATA[J. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Chinese subjects' perception of the word-final English /t/-/d/ contrast: performance before and after training]]></article-title>
<source><![CDATA[Journal of the Acoustical Society of America]]></source>
<year>1989</year>
<volume>89</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1684-97</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gordon]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Darcy]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of comprehensible speech in L2 learners: a classroom study on the effects of short-term pronunciation instruction]]></article-title>
<source><![CDATA[Journal of Second Language Pronunciation]]></source>
<year>2016</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>56-92</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holt]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lotto]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cue weighting in auditory categorization: implications for first and second language acquisition]]></article-title>
<source><![CDATA[The Journal of the Acoustical Society of America]]></source>
<year>2006</year>
<volume>779</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>3059-7L</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iverson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[B. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning English vowels with different first language vowel systems 11: auditory training for native Spanish and German speakers]]></article-title>
<source><![CDATA[The Journal of the Acoustical Society of America]]></source>
<year>2009</year>
<volume>726</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>866-77</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iverson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pinet]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[B. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Auditory training for experienced and inexperienced second language learners: native French speakers learning English vowels]]></article-title>
<source><![CDATA[Applied Psycholinguistics]]></source>
<year>2012</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>145-60</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jamieson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Morosan]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Training non-native speech contrasts in adults: acquisition of the English contrast by francophones]]></article-title>
<source><![CDATA[Perception and Psychophysics]]></source>
<year>1986</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>205-L5</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jamieson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Morosan]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Training new, nonnative speech contrasts: A comparison of the prototype and perceptual fading techniques]]></article-title>
<source><![CDATA[Canadian Journal of Psychology]]></source>
<year>1989</year>
<volume>43</volume>
<page-range>88-96</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kissling]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching pronunciation: is explicit phonetics instruction beneficial for FL Learners?]]></article-title>
<source><![CDATA[Modern Language Journal]]></source>
<year>2013</year>
<volume>97</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>720-44</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kong]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Beckman]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Voice Onset Time is necessary but not always sufficient to describe acquisition of voiced stops: the cases of Greek and Japanese]]></article-title>
<source><![CDATA[Journal of Phonetics]]></source>
<year>2012</year>
<volume>40</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>725-44</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kupske]]></surname>
<given-names><![CDATA[F. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Imigração, Atrito e Complexidade: A produção das oclusivas surdas iniciais do Inglês e do Português por Sul-Brasileiros residentes em Londres]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Brasil ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Larson-Hall]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[A guide to doing statistics in Second Language Research using SPSS]]></source>
<year>2009</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lisker]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Abramson]]></surname>
<given-names><![CDATA[A. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A cross-language study of voicing in initial stops: acoustical measurements]]></article-title>
<source><![CDATA[Word]]></source>
<year>1964</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>384-422</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Logan]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Pruitt]]></surname>
<given-names><![CDATA[J. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Methodological issues in training listeners to perceive non-native phonemes]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Strange]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<source><![CDATA[Speech perception and linguistic experience: issues in cross-language research]]></source>
<year>1995</year>
<page-range>351-78</page-range><publisher-loc><![CDATA[Baltimore ]]></publisher-loc>
<publisher-name><![CDATA[York Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nobre-Oliveira]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[The effect of perceptual training on the learning of English vowels by Brazilian Portuguese speakers]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Brasil ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nozawa]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of attention and training method on the identification of American English coda nasals by native Japanese listeners]]></article-title>
<collab>The Scottish Consortium for ICPhS 2015</collab>
<source><![CDATA[Proceedings of the 78 th International Congress of Phonetic Sciences]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Glasgow ]]></publisher-loc>
<publisher-name><![CDATA[The University of Glasgow]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pollitt]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[The meaning of OOPT Scores]]></source>
<year>2007</year>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Purpura]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[The Oxford Placement Test: what does it measure and how?]]></source>
<year>2007</year>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rato]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Cross-language perception and production of English vowels by Portuguese learners: the effects of perceptual training]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Brasil ]]></publisher-loc>
<publisher-name><![CDATA[Universidade do Minho]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rauber]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Rato]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[G. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Kluge]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[TP: Testes de Percepção e Treinamento Perceptual com Feedback Imediato]]></source>
<year>2013</year>
<volume>3.1</volume>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nobre-Oliveira]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of perceptual training on the identification and production of the English voiceless plosives aspiration by Brazilian EFL learners]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rauber]]></surname>
<given-names><![CDATA[A. S]]></given-names>
</name>
<name>
<surname><![CDATA[Watkins]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[B. O]]></given-names>
</name>
</person-group>
<source><![CDATA[New Sounds 2007: Proceedings of the Fifth International Symposium on the Acquisition of Second Language Speech]]></source>
<year>2008</year>
<page-range>398-407</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade Federal de Santa Catarina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hanzawa]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing second language oral ability in foreign language classrooms: the role of the length and focus of instruction and individual differences]]></article-title>
<source><![CDATA[Applied Psycholinguistics]]></source>
<year>2016</year>
<volume>37</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>813-40</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Plonsky]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of second language pronunciation teaching revisited: a proposed measurement framework and meta-analysis]]></article-title>
<source><![CDATA[Language Learning]]></source>
<year>2019</year>
<volume>69</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>652-708</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: the case of inexperienced Japanese EFL learners]]></article-title>
<source><![CDATA[Language Teaching Research]]></source>
<year>2017</year>
<volume>27</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>589-608</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sakai]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Moorman]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Can perceptual training improve the production of second language phonemes? A meta-analytic review of 25 years of perceptual training research]]></article-title>
<source><![CDATA[Applied Psycholinguistics]]></source>
<year>2018</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>187-224</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sangüesa]]></surname>
<given-names><![CDATA[V. M]]></given-names>
</name>
</person-group>
<source><![CDATA[The second time around: the effect of FI upon return from SA]]></source>
<year>2016</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universitat Pompeu Fabra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwartzhaupt]]></surname>
<given-names><![CDATA[B. M]]></given-names>
</name>
</person-group>
<source><![CDATA[Factors Influencing Voice Onset Time: analyzing Brazilian Portuguese, English and Interlanguage data]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Brasil ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwarzhaupt]]></surname>
<given-names><![CDATA[B. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Fontes]]></surname>
<given-names><![CDATA[A. B. A. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of Li knowledge on L2 speech perception: investigating how native speakers and Brazilian learners categorize different VOT patterns in English]]></article-title>
<source><![CDATA[Revista de Estudos da Linguagem]]></source>
<year>2015</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3H-334</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sicola]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Darcy]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integrating pronunciation into the language classroom]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Reed]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Levis]]></surname>
<given-names><![CDATA[J. M]]></given-names>
</name>
</person-group>
<source><![CDATA[The handbook of English pronunciation]]></source>
<year>2015</year>
<page-range>546-66</page-range><publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Blackwell]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simon]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Leuschner]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Laryngeal systems in Dutch, English and German: a constrastive-phonological study on second and third language acquisition]]></article-title>
<source><![CDATA[Journal of Germanic Linguistics]]></source>
<year>2010</year>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>403-24</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sundara]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Acoustic phonetics of coronal stops: a cross-language study of Canadian English and Canadian French]]></article-title>
<source><![CDATA[Journal of the Acoustical Society of America]]></source>
<year>2005</year>
<volume>778</volume>
<page-range>1026-37</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomson]]></surname>
<given-names><![CDATA[R. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Derwing]]></surname>
<given-names><![CDATA[T. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effectiveness of L2 pronunciation instruction: a narrative review]]></article-title>
<source><![CDATA[Applied Linguistics]]></source>
<year>2015</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>326-44</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Munro]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computer-based training for learning English vowel contrasts]]></article-title>
<source><![CDATA[System]]></source>
<year>2004</year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>539-52</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Training the perception and production of English /e/ and /&#339;/ of Cantonese ESL learners: a comparison of low vs. high variability phonetic training]]></source>
<year>2012</year>
<conf-name><![CDATA[ Proceedings of the 74th Australasian International Conference on Speech Science and Technology]]></conf-name>
<conf-loc> </conf-loc>
<page-range>3-6</page-range><publisher-loc><![CDATA[Sydney ]]></publisher-loc>
<publisher-name><![CDATA[Australian Speech Science and Technology Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yavas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wildermuth]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of place of articulation and vowel height in the acquisition of English aspirated stops by Spanish speakers]]></article-title>
<source><![CDATA[IRAL]]></source>
<year>2006</year>
<volume>44</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>25-263</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmer]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[U. K]]></given-names>
</name>
</person-group>
<source><![CDATA[Pronunciation Instruction for Brazilians: Bringing Theory and Practice Together]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Newcastle ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge Scholars Publishing]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
