- DocumentoTeaching pronunciation effectively means not using 'listen and repeat' - Young (2012)enviado porPronunciation Science
- DocumentoNon Imitative ways of teaching pronunciationenviado porPronunciation Science
- DocumentoTwo pronunciation lessons - Messum and Young (2013)enviado porPronunciation Science
- DocumentoGattegno's Legacy - Young and Messum (2013)enviado porPronunciation Science
- DocumentoReport on Fielded Discussion - Selman, Messum and Young (2012)enviado porPronunciation Science
- DocumentoPronunciation masterclass - Messum and Young (2012)enviado porPronunciation Science
- DocumentoNon-imitative ways of teaching pronunciation - Messum and Young (2011)enviado porPronunciation Science
- DocumentoTeaching the basis of articulation - Messum (2012)enviado porPronunciation Science
- DocumentoTeaching pronunciation without using imitationenviado porPronunciation Science
- DocumentoUnderstanding and teaching the English articulatory setting - Messum (2010)enviado porPronunciation Science
- DocumentoGrounding stress in expiratory activity - Messum (2009)enviado porPronunciation Science
- DocumentoWhat if children don’t learn to pronounce by imitation? How should we teach older learners? - Messum (2008)enviado porPronunciation Science
- DocumentoAutonomy, as soon as possible - Messum (2004)enviado porPronunciation Science
- DocumentoLearning and teaching vowels - Messum (2002)enviado porPronunciation Science
- DocumentoArticulatory Settings - Honikman (1964)enviado porPronunciation Science