Relevant bibliographies by topics / Phonetics – Study and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Phonetics – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Phonetics – Study and teaching"

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Istiqomah, Sri Ayu, Alies Poetri Lintangsari, and Widya Caterine Perdhani. "Attitudes toward English phonetics learning: a survey on Indonesian EFL learners." Journal on English as a Foreign Language 11, no. 1 (March 31, 2021): 197–217. http://dx.doi.org/10.23971/jefl.v11i1.2602.

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Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
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Shcherbatyuk, Ella E. "Russian phonetics teaching difficulties to foreign students." Neophilology, no. 17 (2019): 80–83. http://dx.doi.org/10.20310/2587-6953-2019-5-17-80-83.

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In this study we consider the important issues of work on the phonetic structure of the language at the initial stage of foreign students teaching, the actual problems of teaching Russian phonetics to foreign students, the peculiarities of development and improvement of their audiolingual skills are touched upon. We also note the necessity of possession and auditory skills, and pronunciation. It is established that in the work on the phonetic structure of the language, firstly, it is important to distinguish all the elements of speech and compare them with certain concepts, and secondly, it is necessary to implement the external design of the statement.
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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.

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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The three perspectives are outlined individually and in relation to each other, also with regard to their separate historical developments in the study of language and speech. The modem integration of the three perspectives into the unified paradigm of ‘phonetic or experimental phonology’ is then illustrated with reference to recent research at some leading phonetics labs around the world. From this examination of past history and present-day state-of-the-art of what is considered to be the core paradigm for phonetic study, conclusions are drawn for future research and teaching on the basis of this paradigm. In the shaping of phonetics as a scientific discipline, a strong plea is put forward for scientific, explanatory integration rather than modular, taxonomic diversification of the subject.
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Anggraeni, Candradewi Wahyu, Widya Ratna Kusumaningrum, and Rangga Asmara. "O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND?" SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 89–100. http://dx.doi.org/10.21460/saga.2021.22.76.

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In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.
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Haggag, Haggag Mohamed. "Teaching Phonetics Using A Mobile-Based Application in an EFL Context." European Scientific Journal, ESJ 14, no. 14 (May 31, 2018): 189. http://dx.doi.org/10.19044/esj.2018.v14n14p189.

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Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire
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Yavuz, Fatih. "The effect of drama in the teaching of listening skills." Global Journal of Foreign Language Teaching 7, no. 4 (January 7, 2018): 132–36. http://dx.doi.org/10.18844/gjflt.v7i4.3001.

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Phonetics is the study of sounds to read letters correctly. It can also be defined as the ease of communication, if theory and practice both agree about the communicative function when learning a foreign language. Drama has been used in language teaching as a creative tool that motivates and lowers the anxiety level of the learners. This paper seeks the effectiveness of using drama in the teaching of phonetics in an EFL setting. After using drama in education in the teaching of pronunciation, the results show that students are more successful in acquiring the sound system compared with traditional teaching. Keywords: Phonetics, EFL, ELT, drama, learning through drama.
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Kim, Olha, Stanislav Naumenko, Nataliia Rudaya, Nataliia Siekina, and Kateryna Zhukova. "TEACHING CHINESE PHONETICS TO NON-PHILOLOGY STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 450. http://dx.doi.org/10.17770/sie2020vol5.4979.

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China has been promoting the project of the “New Silk Road” (NSR) not just as a revival of the ancient trade road or a transport route between East and West. On a larger scale it is the redesigning of the entire commercial and economic model of the Middle East and Central Asia. Thus we have no time to wait until all the people involved in the project will graduate from the universities’ foreign language departments. We are well aware that we need short term language programs intended for non-philologist learners. One of the aspects that is compulsory for the beginner is the phonetics of the Chinese language. The article discusses the basic modern requirements for the content and form of teaching the phonetics of the Chinese language. The methods like synthesis, comparative analysis and literature review were used to outline the requirements for teaching phonetics of the Chinese language in short term language programs and in higher education. As a result of the study the textbook aimed at forming the correct pronunciation for beginners is introduced. While compiling the textbook the descriptive method and the method of comparison were used.
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Kirillina, Kristina P. "Regional Component in Teaching Russian as a Foreign Language (Republic Sakha (Yakutia))." Proceedings of Southern Federal University. Philology 2021, no. 1 (March 30, 2021): 193–204. http://dx.doi.org/10.18522/1995-0640-2021-1-193-204.

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The regional component in teaching foreigners the Russian language is becoming increasingly important in the modern educational space. The article presents the methodology of teaching foreign students from China and South Korea to Russian phonetics using vargan, the national instrument of the Yakutia. The methodological basis of the study includes comparison, observation, study and summary of personal experience in a foreign audience. The indicated methods made it possible to prove the musical instrument vargan has a wide potential in teaching the phonetics of foreign students in the Russian language classes. It removes language difficulties, corrects the production of sounds, promotes the development of musical ear and motivation to learn the Russian language, relieve fatigue, and overcome the intercultural barrier. During the analysis of the main phonetic difficulties of students from China and South Korea, similar and distinctive features of the sound system of the native and Russian languages were highlighted, a system of training exercises was proposed that would interest students in pronunciation, practicing and correcting specific unpronounceable Russian sounds. Prospects for the study are the further use of the harbor in the classroom with students from countries such as Japan, Vietnam, India, Italy, Hungary, France, which have a similar musical instrument.
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Wang, Yan Wei, and Hai Sen Zhou. "Study on the Network-Based English Phonetics Teaching Mode for English-Major Students." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 165. http://dx.doi.org/10.3991/ijet.v14i05.8277.

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With the development of Information Technology, internet is accessible to all, especially to the students. Based on the network, English teaching is changing greatly, which is not simply with textbooks, chalk and blackboard, but with multimedia, various apps and other tools. As to study the network-based English phonetics teaching mode for English-major students, the background of the application, the steps of the network-based teaching mode and the theoretical basis are introduced firstly. By selecting college English-major students of 2017 in Anhui Institute of Information Technology as the object of the teaching experiment, the paper describes the investigation and analyzes the data, which shows that the students learning based on the network have better pronunciation in English than those learning in the traditional mode. Thus, the author suggests that teachers use the network-based teaching mode to improve the effectiveness of teaching and learning.
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Laver, John. "The nature of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 31–36. http://dx.doi.org/10.1017/s0025100300006642.

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In ‘The Future of Phonetics’, Klaus Kohler sets out his personal view of modern phonetics as an integrated subject. He sets his vision of the future of phonetics, seen broadly as the study of the spoken medium of language, in a historical perspective. He is concerned to argue that modern phonetics is not the juxtaposition of subjects dealing with the spoken medium, but should be considered to be an autonomous subject. His argument is both academic and political, in that he suggests that independent departments of phonetics, with their own budgets, would thereby be protected from the loss of staff, funds, research and teaching activities that he describes as happening in several cases after amalgamation with linguistics.
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Dissertations / Theses on the topic "Phonetics – Study and teaching"

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Marthinussen, Patricia Joyce. "Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.

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Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2011
This study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.
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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.

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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
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Sagayama, Junko. "On Cantonese learners' handing of phonetic length in Japanese." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31572108.

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Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.
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Chim, Kin-wai, and 詹建慧. "The effects of phonics teaching on Hong Kong children's English reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38670410.

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Tang, Shuk-yee, and 鄧淑儀. "The phonics approach and reading English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.

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Chan, Siu-wing, and 陳兆榮. "When the Cantonese "b" is the English /p: stop-consonant voicing strategies across languages." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841458.

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Pung, Ah-ang, and 馮世鴻. "The teaching of phonics and its relationship to proficiency inreading-related tasks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945193.

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Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.

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The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted in modern HKE. The phenomenon of stabilization includes the phonological features of the early Cantonese-English contact that are fortified and regularized in modern HKE. The phenomenon of deviation indicates certain phonological features of the early Cantonese-English contact differ from those of modern HKE. The findings of the dissertation fill two research gaps in the literature of HKE. One research gap is the omission of the English acquisition patterns for average Hongkongers before mass English-language education was implemented in the 1970s. For the Hongkongers who had no access to formal schools, the Cantonese-English bilingual dictionaries were used as the learning materials in self-study or private schools. The other research gap is the lack of a historical perspective into the variations of modern HKE phonology. Most of the studies on HKE are synchronic in nature and fail to realize that the variations may be derived from the two different English acquisition patterns in history. This dissertation reveals that the phonology of the functional bilinguals in HKE (the HKE speakers who could use English for various formal and informal needs) might be influenced by the phonological features of inheritance and stabilization discovered in the early Cantonese-English contact. The findings establish the historical connections behind modern HKE phonology, enhancing the recognition of HKE as an autonomous New English Variety. This enables HKE to be the symbol of solidarity for Hongkongers. This dissertation investigates the historical data from the Cantonese-English bilingual dictionaries that remain largely unstudied for a long time. Transformed into a retrievable dataset, the historical data can be used for linguistic theorizing.
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Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).
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Books on the topic "Phonetics – Study and teaching"

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Phonetics in English language teaching. Milton Park, Abingdon, Oxon: Routledge, 2016.

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C, Fountas Irene, ed. Phonics lessons: Teaching resources. Portsmouth, NH: FirstHand/Heinemann, 2003.

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Clay, Calvert, ed. Descriptive phonetics transcription workbook. 2nd ed. New York: Thieme, 1986.

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Smith, Jean. Simple phonetics for teachers. London: Methuen, 1985.

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Service, Educators Publishing, ed. Primary phonics. Cambridge, Mass: Educators Pub. Service, 1995.

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Makar, Barbara W. Primary phonics. Cambridge, Mass: Educators Pub. Service, 1999.

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Makar, Barbara W. Primary phonics. Cambridge, Mass: Educator's Pub. Service, 1995.

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Šuštaršič, Rastislav. English-Slovene contrastive phonetic and phonemic analysis and its application in teaching English phonetics and phonology. Ljubljana: Znanstveni inštitut Filozofske fakultete, 2005.

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English phonetics and phonology for Spanish speakers. Barcelona: Publicacions i Edicions, Universitat de Barcelona, 2005.

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Sobkowiak, Włodzimierz. Phonetics of EFL dictionary definitions. Poznań: Wydawn. Poznańskie, 2006.

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Book chapters on the topic "Phonetics – Study and teaching"

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Teaching a Foreign Language." In Practical English Phonetics and Phonology, 176–82. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-15.

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Avery, Peter, and Susan Ehrlich. "Preliminaries to Teaching Pronunciation." In Practical English Phonetics and Phonology, 259–62. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-24.

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Brown, Adam. "We Are Phonetics Fanatics." In Activities and Exercises for Teaching English Pronunciation, 187–89. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-47.

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Crystal, David. "Teaching the Pronunciation of English." In Practical English Phonetics and Phonology, 269–74. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-26.

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Munro, Murray J., and Tracey M. Derwing. "Phonetics and second language teaching research." In The Routledge Handbook of Phonetics, 473–95. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780429056253-18.

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Ohala, John J. "Phonetics and Historical Phonology." In The Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching, 667–86. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405166201.ch22.

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Baran-Łucarz, Małgorzata. "Researching Phonetics Learning Anxiety: A Qualitative Approach." In Second Language Learning and Teaching, 161–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08353-7_11.

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Arai, Takayuki. "Vocal-tract models in phonetic teaching and research." In The Routledge Handbook of Phonetics, 570–98. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780429056253-21.

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Hall, Charles, and Christopher Hastings. "Technology and Pronunciation Teaching." In Phonetics, Phonology & Pronunciation for the Language Classroom, 167–79. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55467-3_7.

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Baran-Łucarz, Małgorzata, Ewa Czajka, and Walcir Cardoso. "Teaching English Phonetics with a Learner Response System." In Second Language Learning and Teaching, 35–61. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_3.

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Conference papers on the topic "Phonetics – Study and teaching"

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Wang, Cai-Xia, and Ning Zhang. "An Empirical Study of the Effectiveness of Phonetic Teaching on Listening Ability." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0046.

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Xiao, Jing, and Yong Luo. "An Empirical Study on Promoting Phonetic Teaching Through Smart phone-Based Mobile Learning." In 2nd International Conference on Humanities Science and Society Development (ICHSSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssd-17.2018.44.

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Wang, Yanfang. "An Empirical Study on the Effectiveness of Speech Visualization Software Praat in Assisting English Phonetic Rhythm Teaching: a Phonetic Study Based on Minnan-accented Learner." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.164.

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Kawahara, Shigeto. "Teaching phonetics through sound symbolism." In ISAPh 2018 International Symposium on Applied Phonetics. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/isaph.2018-4.

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"An Empirical Study of the Effect of Phonetic Teaching on the Listening Ability of Marine College Students—Based on SPSS Software." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.168.

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"An Empirical Study of the Effect of Phonetic Teaching on the Listening Ability of Marine College Students—Based on SPSS Software." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.217.

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Uchida, Yoko, and Junko Sugimoto. "A Survey of Japanese English Teachers' Attitudes Towards Pronunciation Teaching and Knowledge on Phonetics: Confidence and Teaching." In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-8.

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Jing, Xiao. "Application of Mobile Learning System in Phonetics Teaching." In the 8th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3026480.3026486.

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Malyuga, Elena, Barry Tomalin, and Maria Ivanova. "TEACHING PROSODIC PHONETICS TO BUSINESS PEOPLE: KEY PRINCIPLES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0880.

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Bent, Tessa, and Emily Garl. "Spectrogram puzzles: A tool for teaching acoustic phonetics." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799246.

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Reports on the topic "Phonetics – Study and teaching"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico, and Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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Stannard, Casey Rhea, and Andrea Eastin. Teaching personalized fit to home sewers using a hybrid workshop format: A case study. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1751.

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Lu, Lina. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6263.

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