| Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions A Baker Tesol Quarterly 48 (1), 136-163, 2014 | 392 | 2014 |
| Knowledge base of pronunciation teaching: Staking out the territory A Baker, J Murphy TESL Canada Journal, 29-29, 2011 | 182 | 2011 |
| History of ESL pronunciation teaching J Murphy, A Baker Handbook of English pronunciation, 36-65, 2015 | 121 | 2015 |
| Discourse prosody and teachers' stated beliefs and practices A Baker TESOL Journal 2 (3), 263-292, 2011 | 120 | 2011 |
| Feedback on second language pronunciation: A case study of EAP teachers’ beliefs and practices A Baker, M Burri Australian Journal of Teacher Education 41 (6), 1-19, 2016 | 116 | 2016 |
| Prosodic and multimodal markers of humor in conversation S Attardo, L Pickering, A Baker Pragmatics & Cognition 19 (2), 224-247, 2011 | 106 | 2011 |
| Joint development of teacher cognition and identity through learning to teach L2 pronunciation M Burri, H Chen, A Baker The Modern Language Journal 101 (1), 128-142, 2017 | 89 | 2017 |
| ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices A Baker Proceedings of the 2nd Pronunciation in Second Language Learning and …, 2011 | 80 | 2011 |
| Pronunciation pedagogy: Second language teacher cognition and practice AA Baker | 75 | 2011 |
| Challenges experienced by Japanese students with oral communication skills in Australian universities M Yanagi, A Baker TESOL Journal 7 (3), 621-644, 2016 | 70 | 2016 |
| Preliminaries to haptic-integrated pronunciation instruction W Acton, A Baker, M Burri, B Teaman Proceedings of the 4th Pronunciation in Second Language Learning and …, 2013 | 66 | 2013 |
| “I feel like having a nervous breakdown” Pre-service and in-service teachers’ developing beliefs and knowledge about pronunciation instruction M Burri, A Baker, H Chen Journal of Second Language Pronunciation 3 (1), 109-135, 2017 | 64 | 2017 |
| Mind the gap: Unexpected pitfalls in doing classroom research A Baker, J Lee The Qualitative Report 16 (5), 1435-1447, 2011 | 56 | 2011 |
| The pragmatic function of intonation: Cueing agreement and disagreement in spoken English discourse and implications for ELT L Pickering, G Hu, A Baker Pragmatics, prosody and English language teaching, 199-218, 2012 | 45 | 2012 |
| ‘I Feel… Slightly out of Touch’: A longitudinal study of teachers learning to teach English pronunciation over a six-year period M Burri, A Baker Applied linguistics 42 (4), 791-809, 2021 | 40 | 2021 |
| Chinese EFL teachers’ cognition about the effectiveness of genre pedagogy: A case study L Shi, A Baker, H Chen RELC journal 50 (2), 314-332, 2019 | 37 | 2019 |
| Teacher Disposition Scale (TDS): construction and psychometric validation C West, A Baker, JF Ehrich, S Woodcock, S Bokosmaty, SJ Howard, ... Journal of Further and Higher Education 44 (2), 185-200, 2020 | 36 | 2020 |
| Anchoring academic vocabulary with a “hard hitting” haptic pronunciation teaching technique M Burri, A Baker, W Acton Integrating pronunciation with other skills areas, 17-26, 2016 | 29 | 2016 |
| Teaching rhythm and rhythm grouping: The butterfly technique M Burri, A Baker English Australia Journal 31 (2), 72-77, 2016 | 25 | 2016 |
| “I never imagined” pronunciation as “such an interesting thing”: Student teacher perception of innovative practices M Burri, A Baker International Journal of Applied Linguistics 29 (1), 95-108, 2019 | 23 | 2019 |
Dr Michael BurriSenior Lecturer in TESOL, University of Wollongong在 uow.edu.au 的电子邮件经过验证
