UCL Psychology and Language Sciences


Proceedings 2005

Listed in alphabetical order of the first author's surname.

Michael Ashby, Martha Figueroa-Clark, Esther Seo, Kayoko Yanagisawa, UCL
Innovations in practical phonetics teaching and learning

Patricia Ashby, Alison Manamperi, Matt Youens. University of Westminster

Patricia Ashby, Samantha Valentine, University of Westminster
Lena Olausson, Pronunciation Unit, British Broadcasting Corporation
Working with phonetics

Ole Stig Andersen, Copenhagen
A Typology of Pronunciation Corrections

Silvia C. Barreiro, Eva Estebas-Vilaplana, Isabel Soto, UNED
Teaching Phonetics through Singing and Reciting

David Brett, University of Sassari
Creating Interactive Material for Teaching Phonetics Using Macromedia Flash MX

Mercedes Cabrera Abreu, Francisco Vizcaíno Ortega, University of Las Palmas de Gran Canaria
Acoustic phonetics and EFL teaching

Richard Cauldwell, SPEECHINACTION
Bricking up and Streaming down: two approaches to naturalness in pronunciation materials

Raimunda Česonienė, Kaunas University of Technology
English Phonetics and Phonology: Course for Future Interpreters

Karen Steffen Chung, National Taiwan University
Ten core themes in pronunciation teaching

Sophie de Abreu, Catherine Mathon, Université Paris 7
Can you hear I’m angry? Perception of anger in a spontaneous French corpus by Portuguese learners of French as a foreign language.

Katarzyna Dziubalska-Kołaczyk, Adam Mickiewicz University
Native or non-native? This is the question: Which English to teach in the globalizing world?

Francisco Gallardo del Puerto, María Luisa García Lecumberri, Jasone Cenoz Iragui, University of the Basque Country
Degree of foreign accent and age of onset in formal school instruction

Esther Gómez Lacabex, Mª Luisa García Lecumberri, University of the Basque Country
& Martin Cooke, University of Sheffield
English Vowel Reduction by Untrained Spanish Learners: Perception and Production

Ulrike Gut, Albert-Ludwigs-University Freiburg
Corpus-based pronunciation training

Takeshi Ishihara University of Edinburgh / Mejiro University
Understanding Programming for Phoneticians through Semi-automatic Data Extraction

Christian Jensen, Copenhagen Business School
Online Training and Testing in Phonetics

Takeki Kamiyama, Laboratoire de Phonétique et Phonologie (UMR 7018) CNRS / Sorbonne Nouvelle
Does explicit knowledge of prosody help L2 comprehension? The case of determiners "du" and "deux" in French learned by Japanese-speaking learners. 

Joe Eun Kim, UCL
Korean Accented English: Cross Linguistic Phoneme Mapping

Dudley Knight, University of California, Irvine
New Techniques in IPA Training for Actors in the United States

Smiljana Komar, University of Ljubljana
The Impact of Tones and Pitch Range on the Expressionof Attitudes in Slovene Speakers of English

Mariko Kondo, Waseda University
Strategies for Acquiring Japanese Prosody by English Speakers

Bozena Lechowska, Universidad Industrial de Santander
Teaching English Phonetics and Phonology in Colombia

Pekka Lintunen, University of Turku, Finland
Phonemic Transcription and its Effect on Learning

Rick Lipton, Matthew Reeve, Mountview Academy of Theatre Arts
Phonetics at Mountview

Wander Lowie, Dicky Gilbers Jenny Bos, University of Groningen
A close examination of L2 pronunciation: English secondary stress by advanced Dutch learners

Takehiko Makino, Chuo University, Tokyo
A New Approach to the Teaching of English Prosodyto Japanese Speakers, Based on the First Significant Contrastive Analysis

Beth McGuire, Pamela Prather, Yale School of Drama
KinesPhonetics®: Experiential Anatomy of Phonemes for the Actor

Grit Mehlhorn, University of Stuttgart
Learner Autonomy and Pronunciation Coaching

Jose A. Mompean, University of Murcia
Taking Advantage of Phonetic Symbols in the Foreign Language Classroom

N. Minematsu, S. Asakawa, K. Hirose, The University of Tokyo and T. Makino, Chuo University
Structural representation of pronunciation and its use in pronunciation training

Mitsuhiro Nakamura, Nihon University
Parametric Phonetics: an exercise in the dynamic characterisation of sound patterns

Randall O. Pennington, Kyushu University
Raising Student Consciousness of Pronunciation Differences of English /r/, /l/ and /w/ and the Alveolar flaps in Japanese

Tsutomu Sato, Meiji Gakuin University
The Characteristics of Placing Prominences by Japanese Learners of English and Pedagogical Suggestions

Gladys E. Saunders, University of Virginia
On the Teaching and Learning of French Semivowels: Principles, Practices and unpredictable problems

Geoffrey Schwartz Adam Mickiewicz University
The phonetics-phonology interface – implications for teaching L2 pronunciation

Mari Shimizu, Masaki Taniguchi, University of Kochi
Reaffirming the effect of interactive visual feedback on teaching English intonation to Japanese learners

Joanna Smith,  Basheba Beckmann, Unitec New Zealand
Improving Pronunciation through Noticing-Reformulation Tasks

Rastislav Šuštaršiè, University of Ljubljana
Dictionary Transcriptions Representing Standard British and American Pronunciations and their Application in Teaching English Phonetics

Jolanta Szpyra-Kozlowska, Justyna Frankiewicz, Marta Nowacka, Lidia Stadnicka, Maria Curie-Sklodowska University, Lublin
Assessing assessment methods – on the reliability of pronunciation tests in EFL

Masaki Taniguchi, Shizuya Tara, University of Kochi
Relation between direct tests and indirect tests on English intonation for Japanese learners: nucleus placement

Yishai Tobin, Ben-Gurion University of the Negev
Teaching Phonetics to Speech Clinicians and Audiologists According to the Theory of Phonology as Human Behavior

Juhani Toivanen MediaTeam, University of Oulu and Academy of Finland
ToBI or not ToBI? Testing two models in teaching English intonation to Finns

Juhani Toivanen, Academy of Finland and MediaTeam, University of Oulu
Stylized intonation in Finnish English second language speech: a semantic and acoustic study

Steven H. Weinberger, George Mason University
Web Accents

Magdalena Wrembel, Adam Mickiewicz University
Metacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation