Jennifer Foote

Assistant Professor, Faculty of Education

Contact

Assistant Professor, Faculty of Education
Email
jfoote@ualberta.ca
Address
Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Overview

About

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.



Research

Pronunciation

Second language speech perception

Intelligibility

Computer assisted pronunciation instruction


Journal Articles

 

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 Pronunciation4(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 Journal44(2), 181-196.

 

McDonough, K., & Foote, J. A. (2015). The impact of individual and shared clicker use on students' collaborative learning. Computers & Education86, 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.


Book Chapters


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.

Courses

EDPY 416 - Introduction to the Teaching of English as a Second Language

Focuses on principles of language learning, language learners, and learning contexts. Pre-/corequisite: LING 101.


EDPY 419 - TESL Supervised Practicum

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.


EDPY 575 - Teaching English as a Second Language (TESL) Supervised Practicum

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.


EDPY 594 - Teaching Pronunciation to ESL Learners

Introduction to relevant research and specific classroom teaching strategies. Prerequisite: EDPY 416.


EDPY 597 - Special Seminars

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries title descriptive of content. May be repeated.


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