Difficulties with pronunciation can create barriers to employment and successful integration for newcomers to Canada. My research explores what contributes to the intelligibility of speech for second language users communicating in different language contexts and, further, seeks evidence-based solutions to help learners improve intelligibility, thus facilitating greater communicative success in their communities and workplaces.
Second language speech perception
Computer assisted pronunciation instruction
Foote, J.A., & Thomson, R. (in press). Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction. Journal of Second Language Pronunciation.
O’Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R. I., Strik, H. Levis, J.M., Munro, M.J., Foote, J.A, & Levis, G. M. (2018). Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4(2), 182-207.
Foote, J. A., & Trofimovich, P. (2018). Is it because of my language background? A study of language background influence on comprehensibility judgments. Canadian Modern Language Review, 74(2), 253-278.
Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35(2), 193-216.
Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.
Foote, J.A. & Trofimovich, P. (2016). Do you hear what I hear? A multidimensional scaling study of native and non-native listeners’ perception of second language speech, Perceptual and Motor Skills. 122(2), 470-489
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181-196.
McDonough, K., & Foote, J. A. (2015). The impact of individual and shared clicker use on students' collaborative learning. Computers & Education, 86, 236-249.
Kennedy, S., Foote, J.A., & Buss, L. (2015). L2 speakers at university: Longitudinal development and rater behaviour. TESOL Quarterly, 49, 199-209.
Derwing, T. M, Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J. (2014). Opening the window on comprehensible pronunciation: A workplace training study. Language Learning, 64, 526-548.
Trofimovich, P., McDonough, K., & Foote, J. (2014). Interactive alignment of multisyllabic stress patterns in a second language classroom. TESOL Quarterly, 48, 815-832. doi:10.1002/tesq.156
Foote, J. A., Trofimovich, P., Collins, L., & Soler Urzúa, F. (2013). Pronunciation teaching practices in communicative ESL classes. The Language Learning Journal. Published online 16 April 2013. doi:10.1080/09571736.2013.784345
Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation? TESL Canada, Journal, 30, 22-44.
Derwing, T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. (2012). A longitudinal study of listening perception in adult learners of English: Implications for teachers. Canadian Modern Language Review, 68, 247-266.
Foote, J. A, Holtby, A. K., & Derwing, T. M. (2011). 2010 survey of pronunciation teaching in adult ESL programs in Canada. TESL Canada Journal, 29, 1-22.
Foote, J.A. (accepted). The perception of accent in the workplace. In N. Carigan, M. Deraîche, & M. Guilot (Eds.) Commitment for a pluralistic society: Intercultural twinnings and other practices. Twinnings.
Foote, J.A. (2018). Ethics and the business of pronunciation instruction. In O. Kang, R.I. Thomson, & J.M Murphy (Eds.). The Routledge Handbook of Contemporary English Pronunciation (pp. 284-297). New York: Routledge.
Trofimovich, P., & Foote, J.A. (2018). Second language pronunciation learning: An overview of theoretical perspectives. In Kang O. Kang, R.I. Thomson, & J.M Murphy (Eds.). The Routledge Handbook of Contemporary English Pronunciation (pp. 93-108). New York: Routledge.
Kennedy, S., Trofimovich, P., & Foote, J. A. (2015). Variables affecting L2 pronunciation development. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 353-373). Malden, MA: Wiley.
Foote, J., & Light, J. (2011). Guiding principles for choosing, using and evaluating ESL multimedia software with ESL learners. In J. Light (Ed.), Building skills and expertise for using e-learning with adults ESL learners. Edmonton, AB: Government of Alberta.
Foote, J., & Light, J. (2011). ESL & e-learning. A guide for rural Alberta. In J. Light (Ed.). Building skills and expertise for using e-learning with adults ESL learners. Edmonton, AB: Government of Alberta.
Focuses on principles of language learning, language learners, and learning contexts. Pre-/corequisite: LING 101.Winter Term 2022
The aim of this course is to develop students' explicit knowledge of English grammar, which provides the conceptual basis for grammar instruction. Emphasis will be placed on developing students' ability to provide explanations of the most important grammar rules for adult ESL and to design grammar focused activities. Prerequisite: LING 101 or equivalent.Winter Term 2022
This practicum is designed to provide EDPY TESL Diploma students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Diploma students. Other students require consent of the Department.Winter Term 2022
This practicum is designed to provide EDPY TESL Master's students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Master's students.Winter Term 2022
Issues relating to the teaching of English as a global language are explored. A general approach to analyzing the teaching of English for international communication in different settings is developed. Topics may include: functions of language; diglossia; World Englishes; language endangerment; language planning; communicative language teaching in non-Western settings; content-based instruction; washback in language testing. Prerequisite: LING 101 or equivalent.Fall Term 2021