“…In the research-based pronunciation teaching literature, a variety of instructional methods have been employed. Attested methods for drawing attention to pronunciation through teaching include the use of contrastive analysis techniques (Arroyo Hernández, 2009;Hammerly, 1982), explicit instruction and oral practice on the articulation of specific sound segments (e.g., Elliott, 1995Elliott, , 1997González-Bueno, 1997;Macdonald, Yule, & Powers, 1994;Saito, 2013), explicit phonetics training for perception and/or production (e.g., Aliaga-García & Mora, 2009;Derwing, Munro, & Wiebe, 1998;Kissling, 2013;Lord, 2005Lord, , 2008Lord, , 2010Missaglia, 1999;Zampini, 1998), and peer teaching (e.g., Rodríguez-Sabater, 2005). Research has also examined the impact of feedback targeting pronunciation-related errors (e.g., Saito, 2015;Saito & Lyster, 2012) as well as the use of journal entries in combination with in-class instruction (e.g., Kennedy & Trofimovich, 2008).…”