Sunday, June 22, 2008
teaching clours
Colour in the classroom
Tags: Classroom Teacher Dyslexia Inclusion Learning Environment Learning Mentor SEN - Special Educational Needs SENCO Teaching & Learning Coordinator Teaching and Learning
More and more schools throughout the country are realising that children with specific reading difficulties can be helped by the use of colour, either in the form of coloured overlays or as individually prescribed coloured spectacle lenses. By Tim Noakes.
The children who are most likely to benefit from colour will often show visual discomfort while reading by exhibiting one or more of the following symptoms:
complains of headaches during or after reading;
complains of sore eyes while reading (eye-strain);
rubbing eyes;
watering or red eyes;
a marked dislike of bright light (photophobia);
a tendency to constantly shift or alter the position of text while reading;
complains of fatigue after short periods of close-work, i.e. one or two pages;
print appearing blurred, to be moving, flickering, fading, appearance of patterns in the print, colours appearing around the letters and doubling of words and letters.
Care needs to be taken with children when asking about the clarity of print, because they will often assume that the way they see the print is 'normal' and that although they may have difficulty deciphering words, the words must appear the same way to others. For example, if the child sees the words and letters jumping, he or she may assume that everyone sees the words and letters jumping, but that the others can still read them. When questioning a child regarding the appearance of print, leading questions should be avoided as far as possible, and reports of distortions may only be given once the child has appreciated what clear text is.
Most of the symptoms listed above may also be associated with several of the types of visual problems that have been treated for many years by optometrists, who are often referred to as ophthalmic opticians. Ideally, all children should undergo a full eye examination with a qualified person, but this is particularly important for those with specific learning difficulties.
Very often, the child's teacher can successfully carry out the initial investigation of potential from colour in the school situation. Coloured overlay assessment sets are relatively inexpensive, with step-by-step instructions to enable anyone experienced in working with children to successfully determine whether colour will be helpful.
"Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish"
A coloured overlay is a transparent sheet of plastic tinted to a specific colour. You also need a sample of random text (letters laid out to resemble words, but not making known words). The reason for the use of random text, is to ensure that the subject's concentration is on the clarity and comfort of the text, rather than attempting to comprehend it. If desired, the assessor can replace the provided text with print from a book that is of a suitable reading age for the subject, provided the print consists of black text on a white background.
Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish. For the children who persist in using overlays or show a significant improvement in reading speed from tests using the Wilkins Rate of Reading Test, the possibility of coloured spectacle lenses, individually and precisely prescribed, is recommended.
Glasses have the advantage that they can be used for blackboard work and writing, as well as reading. In addition, for many children the definition of the optimum tint is very precise and, with over 100,000 colours available, the optimum colour is more easily matched.
Following extensive research trials, this system is considered evidence based. There are reports of outstanding benefits for many children, including cases where pupils who were expected to leave school after GCSE have stayed on to obtain A'levels, with plans to go on to university. Others report reduction of eye strain and reading for pleasure for the first time in their lives. Most of those with the lenses are continuing to use them happily, although in a few cases, the lenses will act as a stepping stone to better reading and many no longer be needed after six months or a year. Some optical practitioners report over 90% success rate when measuring success in terms of continued use and patient satisfaction.
Research is still in progress to determine deeper knowledge of the effects of colour. However, we feel that given the present awareness of this subject, every child should be offered the opportunity to find out whether learning can be made easier by the use of colour. Assessment with overlays is straightforward and relatively inexpensive. With the teacher's knowledge of how to communicate with children and their unique position to watch reading and writing strategies, they are ideally placed to carry out this initial screening of the children. Optometrists make the ideal multidisciplinary team for this aspect of helping those with specific learning difficulties, but it can make it possible for the child to see the work clearly and comfortably, so enabling longer periods of concentration coupled with increased comprehension.
Further reading:
1.Wilkins AJ, Evans BJW, Brown J, Busby A et al. Double masked placebo controlled trial of precision tinted spectral filters in children who used overlays. Opthal. Physiol. Opt. 1994: 14:365-370
2. Evans BJW, Drasdo N, Richards IL. Investigations of accommodative and binocular function in dyslexia. Ophthal Physiol Opt. 1994:14: 5-19
3. *Lightstone A., LightstonT., Wilkins A.J. Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromaticities may differ. Ophthal.Physiol. Opt. 1999 19:279-285
For further details of the Cerium Overlays and Intuitive Colorimeter, the Wilkins Rate of Reading Test and a list of optometrists able to offer colorimetry, contact:
Cerium Visual Technologies
Cerium Technology Park
Appledore Road, Tenterden, Kent TN30 7DE
This article first appeared in Teaching Expertise, December 2004.
Tags: Classroom Teacher Dyslexia Inclusion Learning Environment Learning Mentor SEN - Special Educational Needs SENCO Teaching & Learning Coordinator Teaching and Learning
More and more schools throughout the country are realising that children with specific reading difficulties can be helped by the use of colour, either in the form of coloured overlays or as individually prescribed coloured spectacle lenses. By Tim Noakes.
The children who are most likely to benefit from colour will often show visual discomfort while reading by exhibiting one or more of the following symptoms:
complains of headaches during or after reading;
complains of sore eyes while reading (eye-strain);
rubbing eyes;
watering or red eyes;
a marked dislike of bright light (photophobia);
a tendency to constantly shift or alter the position of text while reading;
complains of fatigue after short periods of close-work, i.e. one or two pages;
print appearing blurred, to be moving, flickering, fading, appearance of patterns in the print, colours appearing around the letters and doubling of words and letters.
Care needs to be taken with children when asking about the clarity of print, because they will often assume that the way they see the print is 'normal' and that although they may have difficulty deciphering words, the words must appear the same way to others. For example, if the child sees the words and letters jumping, he or she may assume that everyone sees the words and letters jumping, but that the others can still read them. When questioning a child regarding the appearance of print, leading questions should be avoided as far as possible, and reports of distortions may only be given once the child has appreciated what clear text is.
Most of the symptoms listed above may also be associated with several of the types of visual problems that have been treated for many years by optometrists, who are often referred to as ophthalmic opticians. Ideally, all children should undergo a full eye examination with a qualified person, but this is particularly important for those with specific learning difficulties.
Very often, the child's teacher can successfully carry out the initial investigation of potential from colour in the school situation. Coloured overlay assessment sets are relatively inexpensive, with step-by-step instructions to enable anyone experienced in working with children to successfully determine whether colour will be helpful.
"Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish"
A coloured overlay is a transparent sheet of plastic tinted to a specific colour. You also need a sample of random text (letters laid out to resemble words, but not making known words). The reason for the use of random text, is to ensure that the subject's concentration is on the clarity and comfort of the text, rather than attempting to comprehend it. If desired, the assessor can replace the provided text with print from a book that is of a suitable reading age for the subject, provided the print consists of black text on a white background.
Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish. For the children who persist in using overlays or show a significant improvement in reading speed from tests using the Wilkins Rate of Reading Test, the possibility of coloured spectacle lenses, individually and precisely prescribed, is recommended.
Glasses have the advantage that they can be used for blackboard work and writing, as well as reading. In addition, for many children the definition of the optimum tint is very precise and, with over 100,000 colours available, the optimum colour is more easily matched.
Following extensive research trials, this system is considered evidence based. There are reports of outstanding benefits for many children, including cases where pupils who were expected to leave school after GCSE have stayed on to obtain A'levels, with plans to go on to university. Others report reduction of eye strain and reading for pleasure for the first time in their lives. Most of those with the lenses are continuing to use them happily, although in a few cases, the lenses will act as a stepping stone to better reading and many no longer be needed after six months or a year. Some optical practitioners report over 90% success rate when measuring success in terms of continued use and patient satisfaction.
Research is still in progress to determine deeper knowledge of the effects of colour. However, we feel that given the present awareness of this subject, every child should be offered the opportunity to find out whether learning can be made easier by the use of colour. Assessment with overlays is straightforward and relatively inexpensive. With the teacher's knowledge of how to communicate with children and their unique position to watch reading and writing strategies, they are ideally placed to carry out this initial screening of the children. Optometrists make the ideal multidisciplinary team for this aspect of helping those with specific learning difficulties, but it can make it possible for the child to see the work clearly and comfortably, so enabling longer periods of concentration coupled with increased comprehension.
Further reading:
1.Wilkins AJ, Evans BJW, Brown J, Busby A et al. Double masked placebo controlled trial of precision tinted spectral filters in children who used overlays. Opthal. Physiol. Opt. 1994: 14:365-370
2. Evans BJW, Drasdo N, Richards IL. Investigations of accommodative and binocular function in dyslexia. Ophthal Physiol Opt. 1994:14: 5-19
3. *Lightstone A., LightstonT., Wilkins A.J. Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromaticities may differ. Ophthal.Physiol. Opt. 1999 19:279-285
For further details of the Cerium Overlays and Intuitive Colorimeter, the Wilkins Rate of Reading Test and a list of optometrists able to offer colorimetry, contact:
Cerium Visual Technologies
Cerium Technology Park
Appledore Road, Tenterden, Kent TN30 7DE
This article first appeared in Teaching Expertise, December 2004.
Thursday, May 8, 2008
دلیل ناکامی در زبان
دلایل اصلی ناکامی در یادگیری زبان
بشر در هيچ دوره اي اين چنين با حجم انبوهي از داده ها و اطلاعات مواجه نبوده است. سرگرداني انسان امروز، انتخابي مناسب از بين هزاران امكاني است كه عمر كوتاهش را بر نمي تابد و اين سرگرداني، در انتخاب روشي مناسب براي يادگيري يك زبان بين المللي با گستره توليد جهاني، صد چندان شده است. كتابها، فيلمهاي صوتي - تصويري، كلاسهاي آموزشي رسمي و غير رسمي، نرم افزارها و پهنه گسترده اينترنت در كارند تا امر فراگيري يك زبان خارجي تحقق يابد آيا اشكال در بهره هوشي ما دانش آموزان و دانشجويان ايراني است كه با گذراندن بيش از ده سال از دوران راهنمائي تا دانشگاه هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم؟ چرا ما دانش آموزان و دانشجويان ايراني با گذراندن بيش از ده سال، از دوران دبيرستان تا دانشگاه، هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم. بدون شك اشكال در بهره هوشي و توانائي هاي ما نيست بلكه مشكل در روشها و تكنولوژيي هاي است كه ما با استفاده از آنها زمان بزرگي از زندگي خويش را از دست داده ايم. عمده ترين دلايل نا كامي در فراگيري زبان در كشور ما بقرار زير است:ترس ما هميشه زبان را درس مشكلي تصور مي كرديم كه بايد آنرا امتحان دهيم و بدين دليل هرگز فرصت استفاه از آنرا بصورتي نيافتيم كه از آن لذت ببريم. تكيه بر محيط مبتني بر متندنياي واقعي زبان، يك دنياي صوتي است. در حـالي كه سيستم آموزشي ما، دنيايي مبتني بر متن بوده است و اين باعث مي شد كه مشكل تلفظ نيز بر مشكلات بيشمار ما افزوده شود. بدليل عدم زيستن در يك محيط واقعي صوتي با آن احساس بيگانگي مي كنيم. نتيجه اين سيستم آموزشي در آرماني ترين شرايط تربيت مترجم بود، نه كسي كه با زبان بتواند ارتباط برقرار كند. تكيه بر گرامركاش ما زبان را با روش كودكان ياد مي گرفتيم كه كمترين اهميتي براي دستورات پيچيده زبان نمي دهند. راستي، خود چقدر با گرامر زبان مادري خود آشنا هستيم دستوات گرامري در تمامي زبانها يك موضوع كاملا تخصصي و انتزاعي از زبان است و اگر اینطور نیست پس اينهمه رشته هاي دانشگاهي سطح بالا در رابطه با دستور زبان چه معني ميدهند؟ حرف زدن با رعايت دستورات گرامري زباني پر از استثناء مانند انگليسي و یا فرانسه ، تقريبا غير ممكن است. تاكيد بر يادگيري لغات آموزش ما، حفظ كردن فرهنگهاي لغت بود، هر معلمي براي خود ديكشنري كوچكي مي ساخت كه مجبور به حفظ آن بوديم. و متاسفانه هنوز هم كار به همين منوال است. در يك فرهنگ انگليسي نگـاهي به لغت GET يا TAKE بيندازيد. دو صفحه معني مختلف و گاه متضاد براي يك لغت سردرگمي آدمي را در آموزش صد چندان مي كند. فرق عمده زبان انگليسي با زبان فارسي در اين است كه لغات در زبان انگليسي عمدتا وقتي معنا واقعي دارند كه در كنار ساير لغات قرار مي گيرند. مثلا لغت Take معني واضحي ندارد در حالي كه معني عبارت Take off كاملا مشخص است. عدم توجه به اين الگوهاي ساختاري روش طبيعي آموزش زبانبه برخي ازاين تفاوتها در همینجا اشاره شده است.اهميت دادن به امر خواندندر هر زباني چهار عنصر عمده خواندن، نوشتن، صحبت كردن و گوش دادن وجود دارد. آنچه در سيستم آموزش رسمي ما بيش از همه به آن پرداخته شده است امر خواندن مي باشد. در برخي از كلاسهاي غير رسمي نيز صحبت از هم زماني چهار عنصر رفته است. اما وقتي ما در محيط واقعي زبان قرار مي گيريم در مي يابيم كه اگر هدف فراگيري زبان باشد عنصر خواندن و نوشتن اهميت درجه چندم دارند به اين دليل ساده كه در تمامي زبانها افراد بي سواد آن جامعه نيز قادر با تكلم زبان مادري خود هستند.
__________________'The Seeing see little'
بشر در هيچ دوره اي اين چنين با حجم انبوهي از داده ها و اطلاعات مواجه نبوده است. سرگرداني انسان امروز، انتخابي مناسب از بين هزاران امكاني است كه عمر كوتاهش را بر نمي تابد و اين سرگرداني، در انتخاب روشي مناسب براي يادگيري يك زبان بين المللي با گستره توليد جهاني، صد چندان شده است. كتابها، فيلمهاي صوتي - تصويري، كلاسهاي آموزشي رسمي و غير رسمي، نرم افزارها و پهنه گسترده اينترنت در كارند تا امر فراگيري يك زبان خارجي تحقق يابد آيا اشكال در بهره هوشي ما دانش آموزان و دانشجويان ايراني است كه با گذراندن بيش از ده سال از دوران راهنمائي تا دانشگاه هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم؟ چرا ما دانش آموزان و دانشجويان ايراني با گذراندن بيش از ده سال، از دوران دبيرستان تا دانشگاه، هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم. بدون شك اشكال در بهره هوشي و توانائي هاي ما نيست بلكه مشكل در روشها و تكنولوژيي هاي است كه ما با استفاده از آنها زمان بزرگي از زندگي خويش را از دست داده ايم. عمده ترين دلايل نا كامي در فراگيري زبان در كشور ما بقرار زير است:ترس ما هميشه زبان را درس مشكلي تصور مي كرديم كه بايد آنرا امتحان دهيم و بدين دليل هرگز فرصت استفاه از آنرا بصورتي نيافتيم كه از آن لذت ببريم. تكيه بر محيط مبتني بر متندنياي واقعي زبان، يك دنياي صوتي است. در حـالي كه سيستم آموزشي ما، دنيايي مبتني بر متن بوده است و اين باعث مي شد كه مشكل تلفظ نيز بر مشكلات بيشمار ما افزوده شود. بدليل عدم زيستن در يك محيط واقعي صوتي با آن احساس بيگانگي مي كنيم. نتيجه اين سيستم آموزشي در آرماني ترين شرايط تربيت مترجم بود، نه كسي كه با زبان بتواند ارتباط برقرار كند. تكيه بر گرامركاش ما زبان را با روش كودكان ياد مي گرفتيم كه كمترين اهميتي براي دستورات پيچيده زبان نمي دهند. راستي، خود چقدر با گرامر زبان مادري خود آشنا هستيم دستوات گرامري در تمامي زبانها يك موضوع كاملا تخصصي و انتزاعي از زبان است و اگر اینطور نیست پس اينهمه رشته هاي دانشگاهي سطح بالا در رابطه با دستور زبان چه معني ميدهند؟ حرف زدن با رعايت دستورات گرامري زباني پر از استثناء مانند انگليسي و یا فرانسه ، تقريبا غير ممكن است. تاكيد بر يادگيري لغات آموزش ما، حفظ كردن فرهنگهاي لغت بود، هر معلمي براي خود ديكشنري كوچكي مي ساخت كه مجبور به حفظ آن بوديم. و متاسفانه هنوز هم كار به همين منوال است. در يك فرهنگ انگليسي نگـاهي به لغت GET يا TAKE بيندازيد. دو صفحه معني مختلف و گاه متضاد براي يك لغت سردرگمي آدمي را در آموزش صد چندان مي كند. فرق عمده زبان انگليسي با زبان فارسي در اين است كه لغات در زبان انگليسي عمدتا وقتي معنا واقعي دارند كه در كنار ساير لغات قرار مي گيرند. مثلا لغت Take معني واضحي ندارد در حالي كه معني عبارت Take off كاملا مشخص است. عدم توجه به اين الگوهاي ساختاري روش طبيعي آموزش زبانبه برخي ازاين تفاوتها در همینجا اشاره شده است.اهميت دادن به امر خواندندر هر زباني چهار عنصر عمده خواندن، نوشتن، صحبت كردن و گوش دادن وجود دارد. آنچه در سيستم آموزش رسمي ما بيش از همه به آن پرداخته شده است امر خواندن مي باشد. در برخي از كلاسهاي غير رسمي نيز صحبت از هم زماني چهار عنصر رفته است. اما وقتي ما در محيط واقعي زبان قرار مي گيريم در مي يابيم كه اگر هدف فراگيري زبان باشد عنصر خواندن و نوشتن اهميت درجه چندم دارند به اين دليل ساده كه در تمامي زبانها افراد بي سواد آن جامعه نيز قادر با تكلم زبان مادري خود هستند.
__________________'The Seeing see little'
Teaching phonetics
Teaching Phonetics:
Discover the "Majesty and Grandeur"
of the English Speech
In the brilliant Broadway Show My Fair Lady, Professor Higgins addresses Eliza with an inspirational speech after hearing her vain attempts to say where exactly the rains fall. One can almost hear Bernard Shaw speaking here, “Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixture of sounds. And that’s what you’ve set yourself out to conquer, Eliza. And conquer it you will!” [italics added]
What exactly is the “grandeur and majesty” of the English language? So often have we attempted to “split” the studies of the language into some artificial fields that have undoubtedly helped us learn more about the language but are apparently making it more difficult to learn the language as it is. Thus, the students come to the point where they have successfully managed holding the boxes labeled as “Grammar” or “Writing” or “Listening,” but are reluctant to put together the content of each box for fear of “forgetting the language.” Where does this rigidity come from and how can we learn to overcome it in our minds, and more so in the minds of our students?
Let us unwrap the boxes for awhile, or maybe ignore the labels and let us manage to conduct each part to blossom into a beautiful music of something complete, whole and harmonious. Let us hear the polyphony of this orchestra and teach the language “out of the box” so our students may truly enjoy it.
Olena Osypchuk,
EFL Instructor
Useful links for planning lessons
Reading
news
Phonetics
common mistakes
Grammar
Rules & more
Testing
NonStop
Teaching Phonetics
Structure of the course
Use of Media
Use of songs
Use of movies
Using Media in Teaching Pronunciation
A workshop presented at 42nd Annual TESOL (2008) convention in New York
The Outline
What is TESOL?
Contact me
Olena Osypchuk has been teaching English Phonetics at Commonwealth International University in Simferopol, Ukraine since 2003
Click here to see my resume
Thanks for visiting my website!
Discover the "Majesty and Grandeur"
of the English Speech
In the brilliant Broadway Show My Fair Lady, Professor Higgins addresses Eliza with an inspirational speech after hearing her vain attempts to say where exactly the rains fall. One can almost hear Bernard Shaw speaking here, “Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixture of sounds. And that’s what you’ve set yourself out to conquer, Eliza. And conquer it you will!” [italics added]
What exactly is the “grandeur and majesty” of the English language? So often have we attempted to “split” the studies of the language into some artificial fields that have undoubtedly helped us learn more about the language but are apparently making it more difficult to learn the language as it is. Thus, the students come to the point where they have successfully managed holding the boxes labeled as “Grammar” or “Writing” or “Listening,” but are reluctant to put together the content of each box for fear of “forgetting the language.” Where does this rigidity come from and how can we learn to overcome it in our minds, and more so in the minds of our students?
Let us unwrap the boxes for awhile, or maybe ignore the labels and let us manage to conduct each part to blossom into a beautiful music of something complete, whole and harmonious. Let us hear the polyphony of this orchestra and teach the language “out of the box” so our students may truly enjoy it.
Olena Osypchuk,
EFL Instructor
Useful links for planning lessons
Reading
news
Phonetics
common mistakes
Grammar
Rules & more
Testing
NonStop
Teaching Phonetics
Structure of the course
Use of Media
Use of songs
Use of movies
Using Media in Teaching Pronunciation
A workshop presented at 42nd Annual TESOL (2008) convention in New York
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Olena Osypchuk has been teaching English Phonetics at Commonwealth International University in Simferopol, Ukraine since 2003
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Phonetics Teaching and Learning Conference
PDF Proceedings
Listed in alphabetical order of the first author's surname.
Michael Ashby, Martha Figueroa-Clark, Esther Seo, Kayoko Yanagisawa, UCLInnovations in practical phonetics teaching and learningPatricia Ashby, Alison Manamperi, Matt Youens. University of WestminsterDISCOVERING PHONETICS: LEARNING THROUGH FIELDWORKPatricia Ashby, Samantha Valentine, University of WestminsterLena Olausson, Pronunciation Unit, British Broadcasting CorporationWorking with phoneticsOle Stig Andersen, CopenhagenA Typology of Pronunciation CorrectionsSilvia C. Barreiro, Eva Estebas-Vilaplana, Isabel Soto, UNEDTeaching Phonetics through Singing and RecitingDavid Brett, University of SassariCreating Interactive Material for Teaching Phonetics Using Macromedia Flash MXMercedes Cabrera Abreu, Francisco Vizcaíno Ortega, University of Las Palmas de Gran CanariaAcoustic phonetics and EFL teachingRichard Cauldwell, SPEECHINACTIONBricking up and Streaming down: two approaches to naturalness in pronunciation materialsRaimunda Česonienė, Kaunas University of TechnologyEnglish Phonetics and Phonology: Course for Future InterpretersKaren Steffen Chung, National Taiwan UniversityTen core themes in pronunciation teachingSophie de Abreu, Catherine Mathon, Université Paris 7Can 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 UniversityNative 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 CountryDegree of foreign accent and age of onset in formal school instructionEsther Gómez Lacabex, Mª Luisa García Lecumberri, University of the Basque Country& Martin Cooke, University of SheffieldEnglish Vowel Reduction by Untrained Spanish Learners: Perception and ProductionUlrike Gut, Albert-Ludwigs-University FreiburgCorpus-based pronunciation trainingTakeshi Ishihara University of Edinburgh / Mejiro UniversityUnderstanding Programming for Phoneticians through Semi-automatic Data ExtractionChristian Jensen, Copenhagen Business SchoolOnline Training and Testing in PhoneticsTakeki Kamiyama, Laboratoire de Phonétique et Phonologie (UMR 7018) CNRS / Sorbonne NouvelleDoes explicit knowledge of prosody help L2 comprehension? The case of determiners "du" and "deux" in French learned by Japanese-speaking learners. Joe Eun Kim, UCLKorean Accented English: Cross Linguistic Phoneme MappingDudley Knight, University of California, IrvineNew Techniques in IPA Training for Actors in the United StatesSmiljana Komar, University of LjubljanaThe Impact of Tones and Pitch Range on the Expressionof Attitudes in Slovene Speakers of EnglishMariko Kondo, Waseda UniversityStrategies for Acquiring Japanese Prosody by English SpeakersBozena Lechowska, Universidad Industrial de SantanderTeaching English Phonetics and Phonology in ColombiaPekka Lintunen, University of Turku, FinlandPhonemic Transcription and its Effect on LearningRick Lipton, Matthew Reeve, Mountview Academy of Theatre ArtsPhonetics at MountviewWander Lowie, Dicky Gilbers Jenny Bos, University of GroningenA close examination of L2 pronunciation: English secondary stress by advanced Dutch learnersTakehiko Makino, Chuo University, TokyoA New Approach to the Teaching of English Prosodyto Japanese Speakers, Based on the First Significant Contrastive AnalysisBeth McGuire, Pamela Prather, Yale School of DramaKinesPhonetics®: Experiential Anatomy of Phonemes for the ActorGrit Mehlhorn, University of StuttgartLearner Autonomy and Pronunciation CoachingJose A. Mompean, University of MurciaTaking Advantage of Phonetic Symbols in the Foreign Language ClassroomN. Minematsu, S. Asakawa, K. Hirose, The University of Tokyo and T. Makino, Chuo UniversityStructural representation of pronunciation and its use in pronunciation trainingMitsuhiro Nakamura, Nihon UniversityParametric Phonetics: an exercise in the dynamic characterisation of sound patternsRandall O. Pennington, Kyushu UniversityRaising Student Consciousness of Pronunciation Differences of English /r/, /l/ and /w/ and the Alveolar flaps in JapaneseTsutomu Sato, Meiji Gakuin UniversityThe Characteristics of Placing Prominences by Japanese Learners of English and Pedagogical SuggestionsGladys E. Saunders, University of VirginiaOn the Teaching and Learning of French Semivowels: Principles, Practices and unpredictable problemsGeoffrey Schwartz Adam Mickiewicz UniversityThe phonetics-phonology interface – implications for teaching L2 pronunciationMari Shimizu, Masaki Taniguchi, University of KochiReaffirming the effect of interactive visual feedback on teaching English intonation to Japanese learnersJoanna Smith, Basheba Beckmann, Unitec New ZealandImproving Pronunciation through Noticing-Reformulation TasksRastislav Šuštaršiè, University of LjubljanaDictionary Transcriptions Representing Standard British and American Pronunciations and their Application in Teaching English PhoneticsJolanta Szpyra-Kozlowska, Justyna Frankiewicz, Marta Nowacka, Lidia Stadnicka, Maria Curie-Sklodowska University, LublinAssessing assessment methods – on the reliability of pronunciation tests in EFLMasaki Taniguchi, Shizuya Tara, University of KochiRelation between direct tests and indirect tests on English intonation for Japanese learners: nucleus placementYishai Tobin, Ben-Gurion University of the NegevTeaching Phonetics to Speech Clinicians and Audiologists According to the Theory of Phonology as Human BehaviorJuhani Toivanen MediaTeam, University of Oulu and Academy of FinlandToBI or not ToBI? Testing two models in teaching English intonation to FinnsJuhani Toivanen, Academy of Finland and MediaTeam, University of OuluStylized intonation in Finnish English second language speech: a semantic and acoustic studySteven H. Weinberger, George Mason UniversityWeb AccentsMagdalena Wrembel, Adam Mickiewicz UniversityMetacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation
PDF Proceedings
Listed in alphabetical order of the first author's surname.
Michael Ashby, Martha Figueroa-Clark, Esther Seo, Kayoko Yanagisawa, UCLInnovations in practical phonetics teaching and learningPatricia Ashby, Alison Manamperi, Matt Youens. University of WestminsterDISCOVERING PHONETICS: LEARNING THROUGH FIELDWORKPatricia Ashby, Samantha Valentine, University of WestminsterLena Olausson, Pronunciation Unit, British Broadcasting CorporationWorking with phoneticsOle Stig Andersen, CopenhagenA Typology of Pronunciation CorrectionsSilvia C. Barreiro, Eva Estebas-Vilaplana, Isabel Soto, UNEDTeaching Phonetics through Singing and RecitingDavid Brett, University of SassariCreating Interactive Material for Teaching Phonetics Using Macromedia Flash MXMercedes Cabrera Abreu, Francisco Vizcaíno Ortega, University of Las Palmas de Gran CanariaAcoustic phonetics and EFL teachingRichard Cauldwell, SPEECHINACTIONBricking up and Streaming down: two approaches to naturalness in pronunciation materialsRaimunda Česonienė, Kaunas University of TechnologyEnglish Phonetics and Phonology: Course for Future InterpretersKaren Steffen Chung, National Taiwan UniversityTen core themes in pronunciation teachingSophie de Abreu, Catherine Mathon, Université Paris 7Can 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 UniversityNative 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 CountryDegree of foreign accent and age of onset in formal school instructionEsther Gómez Lacabex, Mª Luisa García Lecumberri, University of the Basque Country& Martin Cooke, University of SheffieldEnglish Vowel Reduction by Untrained Spanish Learners: Perception and ProductionUlrike Gut, Albert-Ludwigs-University FreiburgCorpus-based pronunciation trainingTakeshi Ishihara University of Edinburgh / Mejiro UniversityUnderstanding Programming for Phoneticians through Semi-automatic Data ExtractionChristian Jensen, Copenhagen Business SchoolOnline Training and Testing in PhoneticsTakeki Kamiyama, Laboratoire de Phonétique et Phonologie (UMR 7018) CNRS / Sorbonne NouvelleDoes explicit knowledge of prosody help L2 comprehension? The case of determiners "du" and "deux" in French learned by Japanese-speaking learners. Joe Eun Kim, UCLKorean Accented English: Cross Linguistic Phoneme MappingDudley Knight, University of California, IrvineNew Techniques in IPA Training for Actors in the United StatesSmiljana Komar, University of LjubljanaThe Impact of Tones and Pitch Range on the Expressionof Attitudes in Slovene Speakers of EnglishMariko Kondo, Waseda UniversityStrategies for Acquiring Japanese Prosody by English SpeakersBozena Lechowska, Universidad Industrial de SantanderTeaching English Phonetics and Phonology in ColombiaPekka Lintunen, University of Turku, FinlandPhonemic Transcription and its Effect on LearningRick Lipton, Matthew Reeve, Mountview Academy of Theatre ArtsPhonetics at MountviewWander Lowie, Dicky Gilbers Jenny Bos, University of GroningenA close examination of L2 pronunciation: English secondary stress by advanced Dutch learnersTakehiko Makino, Chuo University, TokyoA New Approach to the Teaching of English Prosodyto Japanese Speakers, Based on the First Significant Contrastive AnalysisBeth McGuire, Pamela Prather, Yale School of DramaKinesPhonetics®: Experiential Anatomy of Phonemes for the ActorGrit Mehlhorn, University of StuttgartLearner Autonomy and Pronunciation CoachingJose A. Mompean, University of MurciaTaking Advantage of Phonetic Symbols in the Foreign Language ClassroomN. Minematsu, S. Asakawa, K. Hirose, The University of Tokyo and T. Makino, Chuo UniversityStructural representation of pronunciation and its use in pronunciation trainingMitsuhiro Nakamura, Nihon UniversityParametric Phonetics: an exercise in the dynamic characterisation of sound patternsRandall O. Pennington, Kyushu UniversityRaising Student Consciousness of Pronunciation Differences of English /r/, /l/ and /w/ and the Alveolar flaps in JapaneseTsutomu Sato, Meiji Gakuin UniversityThe Characteristics of Placing Prominences by Japanese Learners of English and Pedagogical SuggestionsGladys E. Saunders, University of VirginiaOn the Teaching and Learning of French Semivowels: Principles, Practices and unpredictable problemsGeoffrey Schwartz Adam Mickiewicz UniversityThe phonetics-phonology interface – implications for teaching L2 pronunciationMari Shimizu, Masaki Taniguchi, University of KochiReaffirming the effect of interactive visual feedback on teaching English intonation to Japanese learnersJoanna Smith, Basheba Beckmann, Unitec New ZealandImproving Pronunciation through Noticing-Reformulation TasksRastislav Šuštaršiè, University of LjubljanaDictionary Transcriptions Representing Standard British and American Pronunciations and their Application in Teaching English PhoneticsJolanta Szpyra-Kozlowska, Justyna Frankiewicz, Marta Nowacka, Lidia Stadnicka, Maria Curie-Sklodowska University, LublinAssessing assessment methods – on the reliability of pronunciation tests in EFLMasaki Taniguchi, Shizuya Tara, University of KochiRelation between direct tests and indirect tests on English intonation for Japanese learners: nucleus placementYishai Tobin, Ben-Gurion University of the NegevTeaching Phonetics to Speech Clinicians and Audiologists According to the Theory of Phonology as Human BehaviorJuhani Toivanen MediaTeam, University of Oulu and Academy of FinlandToBI or not ToBI? Testing two models in teaching English intonation to FinnsJuhani Toivanen, Academy of Finland and MediaTeam, University of OuluStylized intonation in Finnish English second language speech: a semantic and acoustic studySteven H. Weinberger, George Mason UniversityWeb AccentsMagdalena Wrembel, Adam Mickiewicz UniversityMetacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation
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