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A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa
| A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa |
| Autore | Khalifa Mohamed Fathy |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 |
| Descrizione fisica | 1 online resource (426 pagse) : illustrations, tables, graphs |
| Disciplina | 428.34 |
| Soggetto topico | English language - Pronunciation by foreign speakers |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4438-9616-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466622303321 |
Khalifa Mohamed Fathy
|
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| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa
| A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa |
| Autore | Khalifa Mohamed Fathy |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 |
| Descrizione fisica | 1 online resource (426 pagse) : illustrations, tables, graphs |
| Disciplina | 428.34 |
| Soggetto topico | English language - Pronunciation by foreign speakers |
| ISBN | 1-4438-9616-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910793062303321 |
|
Khalifa Mohamed Fathy
|
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| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa
| A contrastive metrical analysis of main word stress in English and Cairene colloquial Arabic / / by Mohamed Fathy Khalifa |
| Autore | Khalifa Mohamed Fathy |
| Pubbl/distr/stampa | Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 |
| Descrizione fisica | 1 online resource (426 pagse) : illustrations, tables, graphs |
| Disciplina | 428.34 |
| Soggetto topico | English language - Pronunciation by foreign speakers |
| ISBN | 1-4438-9616-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910815786503321 |
|
Khalifa Mohamed Fathy
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| Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English pronunciation for speakers of Spanish : a practical course toolkit / / Mª Ángeles Gómez González, Teresa Sánchez Roura, Milagros Torrado Crespón, Anxel Fragueiro Agrelo
| English pronunciation for speakers of Spanish : a practical course toolkit / / Mª Ángeles Gómez González, Teresa Sánchez Roura, Milagros Torrado Crespón, Anxel Fragueiro Agrelo |
| Autore | Gómez González Ma. de los Ángeles (María de los Ángeles) |
| Pubbl/distr/stampa | Santiago de Compostela : , : Universidade de Santiago de Compostela, , 2021 |
| Descrizione fisica | 1 disc d'ordinador ; ; 12 cm |
| Disciplina | 428.3/4 |
| Altri autori (Persone) |
Gómez GonzálezMa. de los Ángeles |
| Collana | Mouton Textbook |
| Soggetto topico |
Anglès - Pronunciació
Anglès - Ensenyament universitari - Estudiants espanyols English language - Pronunciation by foreign speakers English language - Study and teaching (Higher) - Spanish speakers |
| ISBN |
1-5015-1097-5
1-5015-0294-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Conté: An animated sound bank english-spanish. Recorded exercises (with their keys). Audio illustrations (referred to in the textbook). Glossaries on english phonetics and pronunciation. |
| Altri titoli varianti | EPSS course toolkit |
| Record Nr. | UNINA-9910798024903321 |
|
Gómez González Ma. de los Ángeles (María de los Ángeles)
|
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| Santiago de Compostela : , : Universidade de Santiago de Compostela, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English pronunciation for speakers of Spanish : a practical course toolkit / / Mª Ángeles Gómez González, Teresa Sánchez Roura, Milagros Torrado Crespón, Anxel Fragueiro Agrelo
| English pronunciation for speakers of Spanish : a practical course toolkit / / Mª Ángeles Gómez González, Teresa Sánchez Roura, Milagros Torrado Crespón, Anxel Fragueiro Agrelo |
| Autore | Gómez González Ma. de los Ángeles (María de los Ángeles) |
| Pubbl/distr/stampa | Santiago de Compostela : , : Universidade de Santiago de Compostela, , 2021 |
| Descrizione fisica | 1 disc d'ordinador ; ; 12 cm |
| Disciplina | 428.3/4 |
| Altri autori (Persone) |
Gómez GonzálezMa. de los Ángeles |
| Collana | Mouton Textbook |
| Soggetto topico |
Anglès - Pronunciació
Anglès - Ensenyament universitari - Estudiants espanyols English language - Pronunciation by foreign speakers English language - Study and teaching (Higher) - Spanish speakers |
| ISBN |
1-5015-1097-5
1-5015-0294-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Conté: An animated sound bank english-spanish. Recorded exercises (with their keys). Audio illustrations (referred to in the textbook). Glossaries on english phonetics and pronunciation. |
| Altri titoli varianti | EPSS course toolkit |
| Record Nr. | UNINA-9910817150603321 |
|
Gómez González Ma. de los Ángeles (María de los Ángeles)
|
||
| Santiago de Compostela : , : Universidade de Santiago de Compostela, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González
| English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (410 pages) |
| Disciplina | 421.52 |
| Collana | AILA Applied Linguistics Series |
| Soggetto topico |
English language - Pronunciation
English language - Pronunciation by foreign speakers English language - Study and teaching - Foreign speakers |
| Soggetto genere / forma | Essays. |
| ISBN | 90-272-5907-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- English Pronunciation Instruction -- Editorial page -- Title page -- Copyright page -- Table of contents -- List of tables -- List of figures -- Acknowledgements -- Contributors -- Chapter 1. Advancing towards research-informed pronunciation pedagogy -- Introduction -- In search of the intersection between research and practice -- Structure of the volume -- Intended readership -- References -- Part I. Linking research and practice -- Chapter 2. Connecting the dots between pronunciation research and practice -- Background -- Ongoing concerns about pedagogical implications -- Why researchers and teachers have trouble communicating -- Other differences between teachers and researchers -- Where research can inform teaching -- What teachers would find helpful -- What researchers would find helpful -- Conclusion -- References -- Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching -- Introduction -- The multilingual classroom -- Differences between L2 and L3 learners in pronunciation acquisition -- Psycholinguistic accounts of L3/Ln pronunciation acquisition -- Teaching L3/Ln pronunciation: Extensions and challenges -- Pedagogical recommendations for L3/Ln pronunciation -- Calls for action -- Calls for teachers -- Calls for researchers -- Conclusion -- References -- Part II. Surveying beliefs, attitudes and classroom practices -- Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices -- Introduction -- Teaching pronunciation -- The research study -- Aim and research questions -- Participants -- Instrument -- Procedure -- Results and analysis -- Attitudes to pronunciation -- Teacher training -- Textbook materials -- Teaching practices and addressing pronunciation difficulties -- Discussion of results and key findings.
Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Questionnaire about the pronunciation and teaching practices of Croatian and English: Teacher's questionnaire -- Appendix B. Questionnaire about the pronunciation and teaching practices of croatian and English: Learner's questionnaire -- Chapter 5. Cause for optimism: Non-native pre-service teacher's attitudes towards and beliefs about accent -- Introduction and theoretical framework -- Attitudes towards English accents in the local educational contex -- Self-report perspective on accentedness -- Research aims -- Research methodology -- Data collection -- Participants -- Results and analyses -- General view on English teachers -- Current experience with university lecturers -- Imagined teacher identity -- Correlational analysis -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Accent attitudes questionnaire -- Appendix B. Prompts for an awareness-raising activity -- Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students' perspective -- Introduction -- Summative and formative assessment -- Pronunciation assessment in the FL classroom -- Method -- Research questions -- Participants -- Instrument -- Data-gathering and analysis procedures -- Results: Presentation and discussion -- Quantitative data: Frequency of SA and FA of pronunciation -- Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA -- Qualitative data -- Pedagogical implications -- Conclusion -- References -- Appendix. Questionnaire for students - assessment in secondary school -- Thank you for joining the study! -- Chapter 7. Pronunciation learning strategies: A task-based perspective -- Introduction -- Previous research on pronunciation learning strategies -- The current study. Research questions -- Participants -- Stimulus materials -- Instruments -- Procedure -- Results and analysis -- Task 1 results: Vowel identification -- Task 2 results: IPA-to-orthography -- Task 3 results: Vowel matching -- Task 4 results: Minimal pair matching and providing vowel symbols -- Task 5 results: Identifying letters representing vowels and diphthongs -- Task 6 results: Identifying schwa in a simple text -- Discussion and key findings -- Pedagogical implications -- Conclusion -- References -- Part III. Using corpora to inform instruction -- Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching -- Introduction -- Theoretical framework and previous research -- The functions of intonation contours -- Rising contours and speaking styles -- Hypothesis and possible pedagogical implications -- Corpus and method -- Corpus -- Method -- Results and discussion -- Tonal distribution in the corpus -- Results per speaker -- Pedagogical implications -- The visualisation of prosody -- The map task as a support for authentic oral production -- Conclusion -- References -- Appendix. Four texts of the EUROM1 corpus recorded for the ANGLISH corpus -- Chapter 9. Rationale and design of a study of foreign accented academic English -- Introduction -- Context -- European EMI: Speakers and listeners -- Complex learning, cognitive load, and accentedness -- Prosody and comprehensibility -- Language transfer and its impact -- IP-CAFES project -- Research questions and hypotheses -- Collecting the corpus recordings -- Selecting and creating the stimuli -- Creating and administering the perception tests -- Using qualitative and quantitative data -- Pedagogical implications -- Course content and format -- Speaker training -- Listener training -- Conclusion -- References -- Appendix A. Read-aloud text. Appendix B. IP-CAFES Listener questionnaire -- Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions? -- Introduction -- Background -- Methodology -- The SITAF tandem corpus -- Identifying corrective feedback instances -- Identifying miscommunication instances -- Results and analysis -- Corrective feedback instances -- Miscommunication instances -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix. Post-recording questionnaires -- Part IV. Investigating learners' output -- Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers -- Introduction -- The present study -- The acquisition of English syllable structure by L1 Chinese speakers -- Research questions -- Research methodology -- Stimulus materials -- Participants -- Procedure -- Data analysis and results -- Discussion of results and key findings -- Pedagogical implications -- Phase 1. Familiarisation with initial consonant clusters -- Phase 2. Contrasting and discrimination of initial consonant clusters -- Phase 3. Follow-up practice -- Conclusions -- References -- Appendix 1. Stimuli -- Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners -- Introduction -- Previous research studies on vowel reduction -- The current study -- Research questions -- Research methodology -- Participants -- Stimuli -- Procedure -- Data analysis -- Frequency of weak form use -- Weak form use across proficiency levels -- Weak forms use across word categories -- Weak forms use across trained and untrained groups -- Frequency of weak forms use across strong vowels -- Discussion -- Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Stimulus materials and tasks for data collection. Appendix B. Handout for raters to select the pronunciation variant they hear -- Appendix C. Strong and weak forms of grammatical words used as target words -- Part V. Exploring tools and techniques -- Chapter 13. Integrating prosodic features in a children's English course -- Introduction -- Prosodic features of English and Czech -- Young learners and language teaching -- Research objectives and hypotheses -- Method -- Participants -- English lessons -- Example of a typical lesson -- Materials and recording -- Analyses -- Results and discussion -- General discussion -- Limitations -- Pedagogical implications -- Conclusion -- Funding -- References -- Appendix. Recording texts -- Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels -- Introduction -- Conditions in HVPT -- Methods -- Participants -- Materials -- Phonetic training -- Testing -- Procedures -- Data analysis -- Results -- Generalisation effects -- Training group effects -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Stimuli -- Appendix B. Parameter estimates -- Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention -- Introduction -- Computer-Assisted Pronunciation Training (CAPT) -- Computer vs. mobile -- Mobile (pronunciation) apps and affordances -- Mobile-Assisted Pronunciation Training (MAPT) -- Mobile app engagement and retention -- The present study -- Method -- Course description -- Participants -- Instruments -- Procedure -- Data analysis -- RQ1: Importance of MAPT for learners -- RQ2: App engagement and retention by learners -- Discussion -- Pedagogical implications -- Limitations -- Conclusion -- References -- Apps -- Index. |
| Record Nr. | UNINA-9910794506303321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González
| English pronunciation instruction : research-based insights / / edited by Anastazija Kirkova-Naskova, Alice Henderson, Jonás Fouz-González |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (410 pages) |
| Disciplina | 421.52 |
| Collana | AILA Applied Linguistics Series |
| Soggetto topico |
English language - Pronunciation
English language - Pronunciation by foreign speakers English language - Study and teaching - Foreign speakers |
| Soggetto genere / forma | Essays. |
| ISBN | 90-272-5907-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- English Pronunciation Instruction -- Editorial page -- Title page -- Copyright page -- Table of contents -- List of tables -- List of figures -- Acknowledgements -- Contributors -- Chapter 1. Advancing towards research-informed pronunciation pedagogy -- Introduction -- In search of the intersection between research and practice -- Structure of the volume -- Intended readership -- References -- Part I. Linking research and practice -- Chapter 2. Connecting the dots between pronunciation research and practice -- Background -- Ongoing concerns about pedagogical implications -- Why researchers and teachers have trouble communicating -- Other differences between teachers and researchers -- Where research can inform teaching -- What teachers would find helpful -- What researchers would find helpful -- Conclusion -- References -- Chapter 3. When a psycholinguist enters the multilingual classroom: Bridging the gap between psycholinguistics and pronunciation teaching -- Introduction -- The multilingual classroom -- Differences between L2 and L3 learners in pronunciation acquisition -- Psycholinguistic accounts of L3/Ln pronunciation acquisition -- Teaching L3/Ln pronunciation: Extensions and challenges -- Pedagogical recommendations for L3/Ln pronunciation -- Calls for action -- Calls for teachers -- Calls for researchers -- Conclusion -- References -- Part II. Surveying beliefs, attitudes and classroom practices -- Chapter 4. Teaching English pronunciation in Croatian elementary schools: Views and practices -- Introduction -- Teaching pronunciation -- The research study -- Aim and research questions -- Participants -- Instrument -- Procedure -- Results and analysis -- Attitudes to pronunciation -- Teacher training -- Textbook materials -- Teaching practices and addressing pronunciation difficulties -- Discussion of results and key findings.
Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Questionnaire about the pronunciation and teaching practices of Croatian and English: Teacher's questionnaire -- Appendix B. Questionnaire about the pronunciation and teaching practices of croatian and English: Learner's questionnaire -- Chapter 5. Cause for optimism: Non-native pre-service teacher's attitudes towards and beliefs about accent -- Introduction and theoretical framework -- Attitudes towards English accents in the local educational contex -- Self-report perspective on accentedness -- Research aims -- Research methodology -- Data collection -- Participants -- Results and analyses -- General view on English teachers -- Current experience with university lecturers -- Imagined teacher identity -- Correlational analysis -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Accent attitudes questionnaire -- Appendix B. Prompts for an awareness-raising activity -- Chapter 6. Summative and formative pronunciation assessment in Polish secondary schools: The students' perspective -- Introduction -- Summative and formative assessment -- Pronunciation assessment in the FL classroom -- Method -- Research questions -- Participants -- Instrument -- Data-gathering and analysis procedures -- Results: Presentation and discussion -- Quantitative data: Frequency of SA and FA of pronunciation -- Quantitative data: Task types used for SA/FA and pronunciation aspects assessed by SA/FA -- Qualitative data -- Pedagogical implications -- Conclusion -- References -- Appendix. Questionnaire for students - assessment in secondary school -- Thank you for joining the study! -- Chapter 7. Pronunciation learning strategies: A task-based perspective -- Introduction -- Previous research on pronunciation learning strategies -- The current study. Research questions -- Participants -- Stimulus materials -- Instruments -- Procedure -- Results and analysis -- Task 1 results: Vowel identification -- Task 2 results: IPA-to-orthography -- Task 3 results: Vowel matching -- Task 4 results: Minimal pair matching and providing vowel symbols -- Task 5 results: Identifying letters representing vowels and diphthongs -- Task 6 results: Identifying schwa in a simple text -- Discussion and key findings -- Pedagogical implications -- Conclusion -- References -- Part III. Using corpora to inform instruction -- Chapter 8. The intonation contour of non-finality revisited: Implications for EFL teaching -- Introduction -- Theoretical framework and previous research -- The functions of intonation contours -- Rising contours and speaking styles -- Hypothesis and possible pedagogical implications -- Corpus and method -- Corpus -- Method -- Results and discussion -- Tonal distribution in the corpus -- Results per speaker -- Pedagogical implications -- The visualisation of prosody -- The map task as a support for authentic oral production -- Conclusion -- References -- Appendix. Four texts of the EUROM1 corpus recorded for the ANGLISH corpus -- Chapter 9. Rationale and design of a study of foreign accented academic English -- Introduction -- Context -- European EMI: Speakers and listeners -- Complex learning, cognitive load, and accentedness -- Prosody and comprehensibility -- Language transfer and its impact -- IP-CAFES project -- Research questions and hypotheses -- Collecting the corpus recordings -- Selecting and creating the stimuli -- Creating and administering the perception tests -- Using qualitative and quantitative data -- Pedagogical implications -- Course content and format -- Speaker training -- Listener training -- Conclusion -- References -- Appendix A. Read-aloud text. Appendix B. IP-CAFES Listener questionnaire -- Chapter 10. Corrective feedback and unintelligibility: Do they work in tandem during tandem interactions? -- Introduction -- Background -- Methodology -- The SITAF tandem corpus -- Identifying corrective feedback instances -- Identifying miscommunication instances -- Results and analysis -- Corrective feedback instances -- Miscommunication instances -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix. Post-recording questionnaires -- Part IV. Investigating learners' output -- Chapter 11. Acquisition of English onset consonant clusters by L1 Chinese speakers -- Introduction -- The present study -- The acquisition of English syllable structure by L1 Chinese speakers -- Research questions -- Research methodology -- Stimulus materials -- Participants -- Procedure -- Data analysis and results -- Discussion of results and key findings -- Pedagogical implications -- Phase 1. Familiarisation with initial consonant clusters -- Phase 2. Contrasting and discrimination of initial consonant clusters -- Phase 3. Follow-up practice -- Conclusions -- References -- Appendix 1. Stimuli -- Chapter 12. Vowel reduction in English grammatical words by Macedonian EFL learners -- Introduction -- Previous research studies on vowel reduction -- The current study -- Research questions -- Research methodology -- Participants -- Stimuli -- Procedure -- Data analysis -- Frequency of weak form use -- Weak form use across proficiency levels -- Weak forms use across word categories -- Weak forms use across trained and untrained groups -- Frequency of weak forms use across strong vowels -- Discussion -- Pedagogical implications -- Conclusion -- Acknowledgements -- References -- Appendix A. Stimulus materials and tasks for data collection. Appendix B. Handout for raters to select the pronunciation variant they hear -- Appendix C. Strong and weak forms of grammatical words used as target words -- Part V. Exploring tools and techniques -- Chapter 13. Integrating prosodic features in a children's English course -- Introduction -- Prosodic features of English and Czech -- Young learners and language teaching -- Research objectives and hypotheses -- Method -- Participants -- English lessons -- Example of a typical lesson -- Materials and recording -- Analyses -- Results and discussion -- General discussion -- Limitations -- Pedagogical implications -- Conclusion -- Funding -- References -- Appendix. Recording texts -- Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels -- Introduction -- Conditions in HVPT -- Methods -- Participants -- Materials -- Phonetic training -- Testing -- Procedures -- Data analysis -- Results -- Generalisation effects -- Training group effects -- Discussion -- Pedagogical implications -- Conclusion -- References -- Appendix A. Stimuli -- Appendix B. Parameter estimates -- Chapter 15. Mobile apps for pronunciation training: Exploring learner engagement and retention -- Introduction -- Computer-Assisted Pronunciation Training (CAPT) -- Computer vs. mobile -- Mobile (pronunciation) apps and affordances -- Mobile-Assisted Pronunciation Training (MAPT) -- Mobile app engagement and retention -- The present study -- Method -- Course description -- Participants -- Instruments -- Procedure -- Data analysis -- RQ1: Importance of MAPT for learners -- RQ2: App engagement and retention by learners -- Discussion -- Pedagogical implications -- Limitations -- Conclusion -- References -- Apps -- Index. |
| Record Nr. | UNINA-9910824169403321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English with a Latin beat [[electronic resource] ] : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins
| English with a Latin beat [[electronic resource] ] : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | vi, 214 p. : ill |
| Disciplina | 421/.52 |
| Altri autori (Persone) |
BaptistaBarbara O
WatkinsMichael Alan |
| Collana | Studies in bilingualism |
| Soggetto topico |
English language - Pronunciation by foreign speakers
English language - Spoken English English language - Study and teaching - Spanish speakers English language - Study and teaching - Portuguese speakers |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-15491-5
9786612154911 90-272-9279-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910454651403321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English with a Latin beat [[electronic resource] ] : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins
| English with a Latin beat [[electronic resource] ] : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | vi, 214 p. : ill |
| Disciplina | 421/.52 |
| Altri autori (Persone) |
BaptistaBarbara O
WatkinsMichael Alan |
| Collana | Studies in bilingualism |
| Soggetto topico |
English language - Pronunciation by foreign speakers
English language - Spoken English English language - Study and teaching - Spanish speakers English language - Study and teaching - Portuguese speakers |
| ISBN |
1-282-15491-5
9786612154911 90-272-9279-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910782049803321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English with a Latin beat : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins
| English with a Latin beat : studies in Portuguese/Spanish-English interphonology / / edited by Barbara O. Baptista, Michael Alan Watkins |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | vi, 214 p. : ill |
| Disciplina | 421/.52 |
| Altri autori (Persone) |
BaptistaBarbara O
WatkinsMichael Alan |
| Collana | Studies in bilingualism |
| Soggetto topico |
English language - Pronunciation by foreign speakers
English language - Spoken English English language - Study and teaching - Spanish speakers English language - Study and teaching - Portuguese speakers |
| ISBN |
1-282-15491-5
9786612154911 90-272-9279-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
English with a Latin Beat -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- The scope of this collection -- Theoretical models of L2 phonological acquisition -- Overview of the papers -- Segmental-level studies -- Syllable-level studies -- Prosodic-level studies: Stress and rhythm -- Some general implications -- Acknowledgment -- References -- I. Segmental-level studies: Vowels -- Adult phonetic learning of a second language vowel system -- 1. Introduction -- 2. Method -- 2.1. Participants -- 2.2. Procedure -- 3. Results -- 3.1. Construction of the early IL vowel system -- 3.2. Evolution of the IL vowel system -- 4. Discussion -- 5. Conclusions -- Acknowledgment -- References -- Appendix A: English Corpus -- Appendix B: Portuguese Corpus -- The phonological and phonetic development of new vowel contrasts in Spanish learners of English -- 1. Introduction -- 2. The experiment -- 2.1. Subjects and materials -- 2.2. Procedure -- 2.3. Results for the /I/-/i/ phonological contrast (AC continuum) -- 2.4. Results for the phonetic treatment of the contrast: Cue weighting and reliance -- 2.5. Patterns in L2 individual phonetic perception -- 3. Discussion -- 3.1. Linguistic or auditory strategies in L2 perception -- 3.2. Different performance by four L2 subjects -- 3.3. L2 performance patterns and a possible stage-like development -- 4. Conclusions -- References -- Age and native language influence on the perception of English vowels -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Stimuli -- 2.3. Procedure -- 2.4. Analyses -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Appendix -- II. Syllable-level studies: Codas and onset clusters -- The influence of voicing and sonority relationships on the production of English final consonants -- 1. Introduction.
2. Single-consonant codas in Portuguese-English interlanguage -- 3. Method -- 4. Results -- 4.1. Markedness of the target segment -- 4.2. Influence of phonological environment -- 5. Theoretical implications -- Acknowledgements -- References -- Perception and production of vowel paragoge by Brazilian EFL students -- 1. Introduction -- 2. Method -- 2.1. Production test -- 2.2. Perception test -- 3. Results and discussion -- 4. Conclusion -- Acknowledgments -- References -- Appendix A -- Appendix B -- The sonority cycle and the acquisition of complex onsets -- 1. Introduction -- 2. Background on the syllable -- 2.1. The length of margins and markedness -- 2.2. Sonority sequencing -- 2.3. Sonority cycle -- 3. Study one -- 3.1. The reduction of margins -- 3.2. Hypotheses -- 3.3. Method -- 3.4. Results -- 3.5. Discussion -- 4. Study two -- 4.1. Background -- 4.2. Studies testing sonority sequencing -- 4.3. Hypotheses -- 4.4. Method -- 4.5. Results -- 4.6. Discussion -- 5. Conclusion -- References -- The influence of voicing on the production of initial /s/-clusters by Brazilian learners -- 1. Introduction -- 2. Method -- 3. Results -- 3.1. Influence of length of cluster -- 3.2. Influence of the sonority sequencing principle -- 3.3. Influence of environment -- 4. Conclusion -- Acknowledgements -- References -- Appendix -- Production of English initial /s/-clusters by speakers of Brazilian Portuguese and Argentine Spanish -- 1. Introduction -- 2. Review of the literature -- 3. Method -- 3.1. Participants -- 3.2. Material -- 3.3. Transcription -- 4. Results and discussion -- 4.1. Length of cluster -- 4.2. Internal structure of cluster: /s/+obstruent versus /s/+sonorant -- 4.3. Internal structure of cluster: /s/+nasal versus /s/+lateral -- 4.4. Voicing assimilation of /s/ + sonorant clusters by BP speakers -- 4.5. Phonological environment -- 5. Conclusion. Acknowledgements -- References -- III. Prosodic-level studies: Stress and rhythm -- Variability in the use of weak forms of prepositions -- 1. Vowel reduction -- 2. Method -- 2.1. Data collection -- 2.2. Variables -- 3. Results -- 4. General discussion -- 5. Conclusion -- Acknowledgement -- References -- Perception of double stress by Spanish learners of English -- 1. Introduction -- 2. Method -- 3. Results -- 3.1. Perception of stress shift -- 3.2. Perception of stress strength -- 4. General discussion -- 5. Conclusion -- Acknowledgments -- References -- Appendix -- The production of compound stress by Brazilian learners of English -- 1. Compound and phrasal stress -- 2. Method -- 2.1. Participants -- 2.2. Production task -- 2.3. Procedures -- 2.4. Data analysis -- 3. Results -- 3.1. Stress pattern -- 3.2. Constituent length -- 3.3. Stress pattern and length of token -- 4. Discussion of results -- 4.1. Compounds -- 4.2. Phrasal-stressed tokens -- 5. Conclusions -- Acknowledgement -- References -- Appendix -- Examples of sentences used in the production test -- Author index -- Subject index -- The series Studies in Bilingualism. |
| Record Nr. | UNINA-9910821446703321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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