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      45 Qian, M., Chukharev-Hudilainen, E., & Levis, J. (2018). A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer. Language Learning and Technology, 22(1), 69–96. https://doi.org/10125/44582

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      48 Sakai, M., & Moorman, C. (2018). Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics, 39(1), 187–224. https://doi.org/10.1017/S0142716417000418

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      53 Thomson, R. I. (2007). Modeling L1/L2 interactions in the perception and production of English vowels by Mandarin L1 speakers: A training study. Unpublished Doctoral Dissertation, University of Alberta.

      54 Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765. https://www.jstor.org/stable/calicojournal.28.3.744

      55 Thomson, R. I. (2012a). Improving L2 listeners’ perception of English vowels: a computer-mediated approach. Language Learning, 62(4), 1231–1258. https://doi.org/10.1111/j.1467-9922.2012.00724.x

      56 Thomson, R. I. (2012b). English Accent Coach: Not quite a fairy godmother for pronunciation instruction, but a step in the right direction. CONTACT, 38(1), 18–24. http://contact.teslontario.org/wp-content/uploads/2016/04/ContactSpring2012.pdf

      57 Thomson, R. I. (2016). Does training to perceive L2 English vowels in one phonetic context transfer to other phonetic contexts? Canadian Acoustics, 44 (3), 198–199. Proceedings of the annual conference of the Canadian Acoustics Association.

      58 Thomson, R. I. (2018a). High Variability [Pronunciation] Training (HVPT): A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4(2), 207–230. https://doi.org/10.1075/jslp.17038.tho

      59 Thomson, R. I. (2018b). English Accent Coach [Computer program]. Version 2.3. www.englishaccentcoach.com

      60 Thomson, R. I. (2022). The relationship between L2 speech perception and production. In T. M. Derwing, M. J. Munro, & R. I. Thomson (Eds.), The Routledge handbook of second language acquisition and speaking. Routledge.

      61 Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36 (3), 326–344. https://doi.org/10.1093/applin/amu076

      62 Thomson, R. I., & Derwing, T. M. (2016). Is phonemic training using nonsense or real words more effective? In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds.). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2015 (pp. 88–97). Iowa State University.

      63 Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009). Comprehension-based practice: The development of L2 pronunciation in a listening and reading program. Studies in Second Language Acquisition, 31(4), 609–639. https://doi.org/10.1017/S0272263109990040

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      65 Werker, J. F. (2018). Perceptual beginnings to language acquisition. Applied Psycholinguistics, 39(4), 703–728. https://doi.org/10.1017/S0142716418000152

      66 Werker, J. F., & Curtin, S. (2005). PRIMIR: A developmental framework of infant speech processing. Language Learning and Development, 1(2), 197–234.

      67 Winitz, H., Gillespie, B., & Starcev, J. (1995). The development of English speech patterns of a 7-year-old Polish-speaking child. Journal of Psycholinguistic Research, 24(2), 117–143.

      68 Zhao, T. C., & Kuhl, P. K. (2018). Linguistic effect on speech perception observed at the brainstem. Proceedings of the National Academy of Sciences, 115(35), 8716–8721.

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